I Do We Do You Do Template Part 1 I Do We Do Observations

I Do We Do You Do Templatepart 1 I Do We Do You Do Observationdes

I Do, We Do, You Do Template part 1: I Do, We Do, You Do Observation Describe the literacy standards-based concept that was introduced. Direct Instruction I DO Guided Practice WE DO Independent Work YOU DO Materials/Resources What differentiation was applied during the lesson to accommodate students? What were the gaps identified during the lesson observation? Part 2: Teacher Collaboration Notes Part 3: Reflection © 2017 Grand Canyon University. All Rights Reserved

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Introduction

The structured teaching approach of "I Do, We Do, You Do" is a well-established pedagogical framework used to scaffold student learning effectively. The primary goal of this method is to progressively transfer responsibility for learning from the teacher to the student by moving through guided instruction phases. In this analysis, I will describe a literacy standards-based concept introduced using this instructional approach, detail the materials and resources employed, examine the differentiation strategies implemented to meet diverse student needs, identify gaps observed during the lesson, and reflect on the overall effectiveness of this lesson plan through collaboration notes.

Literacy Standards-Based Concept and Instructional Approach

The literacy standard introduced during the lesson was aligned with the Common Core State Standards (CCSS), specifically focusing on reading comprehension and vocabulary development for early elementary students. The concept involved teaching students how to identify main ideas and supporting details in a text, as well as contextual vocabulary clues. The teacher began with an "I Do" demonstration, explicitly modeling how to analyze a short passage, highlight main ideas, and infer vocabulary meanings based on context. This direct instruction set the foundation for student understanding, ensuring clarity of expectations and critical thinking skills involved in literacy analysis.

Following the demonstration, the teacher transitioned to the "We Do" phase, engaging students through guided practice. During this phase, students collaboratively analyzed additional passages with teacher support, practicing identification of main ideas and inference of vocabulary. The teacher used questioning strategies, think-aloud protocols, and shared writing techniques to scaffold understanding and promote active participation. These steps fostered peer learning and allowed for immediate formative feedback, which helped refine student skills before independent work.

The final phase, "You Do," involved students independently applying their learned skills to new texts. They independently read passages, identified main ideas, and inferred vocabulary meanings, demonstrating their ability to transfer skills learned during guided practice. This gradual release model facilitated mastery and bolstered confidence in independent literacy analysis.

Materials, Resources, and Differentiation

The materials used included leveled reading passages tailored to different reading abilities, vocabulary word banks, graphic organizers for main ideas, and inference charts. Resources such as SMART Board technology and printed handouts supported diverse learning styles and enabled interactive instruction. For differentiation, the teacher employed multiple strategies: providing leveled texts to meet varied ability levels, offering graphic organizers to structure thinking, and implementing flexible grouping arrangements. Additionally, targeted questioning and scaffolding were adapted for students requiring additional support, while advanced learners engaged with extension tasks challenging their comprehension and inference skills.

Gaps and Observations during the Lesson

During the lesson observation, several gaps emerged. Some students struggled with independently identifying main ideas in the "You Do" phase, indicating a need for more sustained practice or varied instructional supports. Others showed difficulty with inferring vocabulary based on context, highlighting possible gaps in vocabulary acquisition or comprehension strategies. It was noted that time constraints limited the depth of student engagement during guided practice and independent application, and some students appeared disengaged when tasks exceeded their current skill levels. There was also an observed imbalance in the support provided to different ability groups, suggesting that differentiation could be enhanced further.

Teacher Collaboration and Reflection

Post-lesson collaboration notes revealed that teachers agreed on the importance of incorporating ongoing formative assessments to better address individual student needs. They discussed strategies for more differentiated scaffolding, such as personalized graphic organizers and tailored questioning techniques. Reflection emphasized the value of formative feedback in real-time to increase student engagement and understanding, as well as the need for increased instructional time dedicated to practicing vocabulary inference strategies. Teachers also noted the importance of utilizing student work samples to plan future targeted interventions and extend lessons based on observed gaps.

Conclusion

The "I Do, We Do, You Do" instructional approach proved effective in modeling and scaffolding literacy skills aligned with standards. While the lesson incorporated diverse materials and differentiation strategies, observations indicate the need for more personalized supports and extended practice to consolidate student learning. Collaborative reflection highlights an ongoing commitment to refining instructional strategies to meet varied learner needs, emphasizing the importance of formative assessment, targeted scaffolding, and student engagement in literacy instruction.

References

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