• Model their own use of the strategy repeatedly over time
• Show students their thinking when reading, and articulate how that thinking helps them better understand what they read
• Discuss how the strategy helps readers make meaning
• Make connections between the new strategy and what the reader already knows
• Respond in writing by coding the text according to a particular strategy
• Gradually release responsibility for the use of the strategy to the students
• Build in large amounts of  time for actual text reading by the students
• Provide opportunities for guided practice in strategy application
• Show students how the strategy applies to other texts, genres, formats, disciplines, and contexts
• Help students notice how these strategies intersect and work in conjunction with one another
• Take time to observe and confer directly with students about their strategy learning, and keep records of those observations and conferences
• Remind students that the purpose for using the strategy is to better comprehend text

Harvey , Stephanie, & Goudvis (2000). Strategies That Work. Portland, Maine: Stenhouse Publishers.