Our reading/understanding of the text is shaped by our prior experiences or exposure to the topic.

With each reading, we generate more questions in our head - increasingly more interaction with the text as we read

Group discussion allows us to gain more insights about the text

(Relevance of ideas in the text) Comparisons was made between WWII and Vietnam war - what connections can we make?

Everyone carries their cultural capital and subconsciously uses it in the meaning-making process.

As language learners, we gravitate towards some words that evoke strong imagery.

The fragmented ideas in the initial reading can cause confusion and even frustration sometimes, but the struggle is a learning process that cannot be rushed.

Allocation of roles for each member made the discussion efficient, orderly and focused

Clear guiding prompts for each round of discussion helped to keep the discussion targeted

Building on each other's ideas and perspectives through turn-taking

Activate schema

Visualisation , Imagery

Text & Lang features (Q & A styles, metaphors, word choice)

Analysis - word and phrase level, comparisons

Mood, Tone

Why the writer made certain word choices?

Awareness of PAC

Clearly defined roles

Clear instructions

Forthcoming sharing

Adding on each other ideas to unpack meaning and sense-make the poem

Adequate talk time for the individual/collective

Clear allocation of discussion roles and norms

Optimal group size (so that everyone can contribute actively and meaningfully)

collaborative norms/strategy

Inquiring through asking of questions (guiding questions)

Note taking, active listening in place

value of conversation (talk to understand or have a better understanding of text)

construct understanding and meaning as a whole group, building on each other's responses and perspectives

prior knowledge and personal experiences could be different for all but it's good to learn

Based on prior knowledge

We tend to understand the text better and make connections when we read it the second and third time.

Activating and tapping on prior knowledge

Understanding of literary devices

Understand of cultures and contexts

Prior knowledge sets my understanding of the subject matter

Teacher hat - How my students would react to such a writing? Difficulty of the language? Feelings/ emotions evoke reading from stanza to stanza?

Guidance and structure set by the course organiser- 3 readings and how varying my understanding at every readings

During our first reading of the text, we typically read to understand the text.

Our second reading of the text would involve reading the text to further understand the details of the text as well as for enjoyment of the text.

On our third reading of the text, we would typically read to build text-to-world connections.