Reading and Writing Concept: I Do, We Do, You Do

Reading and Writing Concept: I Do, We Do, You Do
Part 1: Reading and Writing: I Do, We Do, You Do Chart
Reading and Writing Concept
The reading and writing concept of I Do, We Do, and You Do is a teaching strategy which puts importance in the demonstration,
prompt and the practice for the education of the students in early age. This process is applied in the process of learning the
reading process, doing mathematics and learning science which teach the students to learn the experiments.
I DO
At the beginning of the lesson I shall
introduce new material to the students
I shall detail the concept to my student
by prominent role so that they can
copy my activities and learn
For elementary students seeing teacher
modelling the chapter knowledge is
more acceptable rather than only
reading from books and take tests (van
de Grift et al., 2019).
WE DO
In this phase I will continue to model, prompt,
ask questions and cue the students so that they
learn the concept or lesson properly.
I will prompt the activity of chapters loudly
and my students will follow me.
YOU DO
In this phase I will not show or give cue
to the students and let them show their
progress.
Students will start to rely more on
themselves to complete the learning
tasks.
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Differentiation
In order to get the best result of this process of reading and writing concept of I Do, We Do, I shall follow three most important
differentiation strategies. As the students are in the k grade 3, therefore I shall put importance on the content, process of teaching
and creating a positive earning environment for better learning.
 The content of the fundamental lesson will be aligned with the standards of learning and within the curriculum. I shall be
sharing the main idea of the lesson properly to the students for their better understanding
 The process of teaching is another factor that need to attract the students for learning. In my class, I shall take the assistance
from visual, auditory and kinesthetic processes, to address the requirements of the students for learning. I will provide text
books for presenting pictures, colors and shapes to the children in my class. I shall also give the students the opportunity to
complete the interaction session for better learning (Peterson, Gaskill & Cordova, 2018).
 Finally, I shall invest my knowledge and capability for individual ad group learning process so that the students feel safe
and supportive in my class.
Assessment
 In order to understand the progress of learning of the students, I can create groups in the class and keep on asking questions
and judge whether they have learnt what I have taught.
 I can also put importance on the class activities which they will complete just after I finish my teaching.
 All of these are supportive of quick assessment process but for long team I need to depend upon the weekly tests and
homework.
Part 2: Lesson Reflection
This concept of Reading and Writing: I Do, We Do, and You Do is very helpful for the teachers of the kindergarten classes.
This is effective and accepting to the students because they find this type of learning playful, rhythmic and joyful which convince
them that learning is fun. In this process the interaction is not one way but teacher and students are creating groups so that the flow of
knowledge gets proper direction. I personally feel when the teacher teaches something he or she cannot effective attract the attention
of the students of such tender age. Therefore the ‘we do’ part can help me as a teacher to create an environment of learning in the
class. This type of learning can help the unwilling students to see others and attempt to take part in the group learning process. In
other processes, the students do not get the scope for development but only copy the information unwillingly but in in the concept of
Reading and Writing: I Do, We Do, You Do, they are also the participants of the lesson. They can see me to model the process and
content of the chapter which also reduce the learning gap. In this concept I have personally feel that the communication gaps between
the teacher and learners gets reduced because both of them interact together which increase interest for the students for learning. I
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