To maximize effectiveness, comprehension strategies should be embedded organically throughout the day based on the texts being read in class, and aligned with Ontario curriculum expectations. 

For example, during a science lesson on Earth and Space Systems, teachers can teach how to identify and summarize key information from a text about the impact of human activity on soils. In a social studies lesson on Regions and Land Use in Ontario, students might practice making inferences about how the different landforms lend themselves to the way the land is used and contributes to the region’s agriculture, employment, and recreation. During language arts, while reading a book like We Are Water Protectors by Carole Lindstrom, teachers can engage in lessons around how the visual images in the text impact the reader’s understanding of the author’s message and how the ‘black snake’ may impact the soil that comes in contact with it.

This integrated, cross-curricular approach ensures that comprehension strategies are not taught in isolation but are integrated into a variety of contexts, making them more relevant and meaningful to students. By continuously embedding these strategies in different subjects and text types, students develop a versatile set of skills that enhance their understanding and enjoyment of reading.

To read more about how to best teach comprehension strategies, check out the article: No More Strategies of the Week: Considerations for connecting comprehension instruction back to the book (Conradi Smith et al., 2024).