I am a grad student at Syracuse University working on my masters in Literacy Education(B-6). I have been following this litserv for several weeks and have found that the topics being discussed fit in very closely with the course work I have been doing through this program. The explicit teaching of strategies seems like the best way to improve comprehension by making students? aware of their own thinking. I would really like to incorporate strategies instruction into my own teaching. I have even joined a ?Reading with Meaning? book study at my school to give me more ideas on the best ways to do this. Even with all the reading I have done and discussions I have had on strategies instruction, I am still having trouble incorporating these great ideas into my instruction. The main reason for this is time. I work with ?at risk? kindergarten-third grade students. I go into 9 different classrooms a day and work with small groups of 2-7 students in each room. I am only with each group for 25 minutes a day. Sometimes groups I don?t even see everyday because they alternate days with other groups in their class. With the limited time I have with these students, we can barely get one book read. Since these are struggling readers we do a lot of work with decoding as well. I don?t want comprehension to suffer so I feel it is very important to start using these strategies with my students, but my efforts haven?t been very successful so far. Does anyone have any suggestions on how to fit explicit strategies instruction into a very limited block of time? Thanks! ~Stephanie~
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