I Do, We Do, You Do


Posted: Thursday, April 2nd, 2009

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Susan Hall, co-author of Straight Talk About Reading and more recently the editor for Implementing Response to Intervention: A Principal’s Guide gave a workshop at the Center for Development and Learning’s conference. The topic was on teaching the tough phonological awareness skills, and in it she referred to an instructional procedure she called “I Do, We Do, You Do.”

As teachers, we’re all familiar with this notion; we model, we work through it with our kids and then we release the responsibility to the students. As a variation of scaffolding, this model represents what we know about good teaching: teachers explicitly teach a new skill, teacher and students practice the skill together, and then student demonstrates the skill through practice activities. Corrective feedback and pacing vary by group and by student.

I like the language of I Do, We Do, You Do; it’s simple, short, and clear. I can see the practicality of using it with young students as a guide for work throughout the week. I am sure someone has turned this into a poster or has created a neat graphic for their classroom. If you have something like that, please share!

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One Response to “I Do, We Do, You Do”

  1. Diana Levy Says:

    I do, you do, we do… I really like this model, when working with children through adults. It facilitates the spirit of working together for common goals. My daughter and I, both teachers, have developed curriculum and created a website devoted to parents who would like to teach their child to read. It is http://www.kiddiekindergarten.com
    It requires this same spirit of I do, you do, we do to be effective. I would love you to take a look at our website which describes a step-by-step model for teaching reading. Thank you very much.
    Diana Levy

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