Teaching EBRI Using the I Do, We Do, You Do Model

The framework of explicit instruction makes reading lessons very clear for our learners. Explicit instruction is strongly supported for all-age learners by a substantial body of research.

In the following image from Fisher & Frey, we can see how instruction begins as very teacher-directed with responsibility for learning gradually being released to the student through guided practice and eventually, independent application. This framework is often referred to as I Do, We Do, You Do teaching.

Explicit Instruction.webp

A short text that outlines each step of the explicit instruction model can be found here.

The California Adult Literacy Professional Development Project (CALPRO) has a series of videos that demonstrate each step of the explicit instruction process. Although the lesson is an alphabetical lesson versus a comprehension lesson, the clarity of how each step is presented provides an effective example of the steps, which can be applied to teaching any of the essential components of EBRI.

Introduction and Explanation of the Lesson Direct, Explicit Instruction in Reading

Modeling--I Do

Guided Practice--We Do

Guided Practice--You Do...Collaboratively

Independent Practice--You Do

Monitoring Explicit Instruction

If the idea of always moving through this sequence feels a bit overwhelming, we can look back to Fisher & Frey (2013) for some helpful guidance about using this framework:

"The gradual release of responsibility instructional framework articulates a series of instructional moves. Much like dance steps, it is essential to name and define these moves. By doing so, dancers can communicate accurately and efficiently with colleagues. However, dances are choreographed using a unique combination of steps. In similar fashion, lessons are organized to meet the learning needs of students. Therefore, an effective lesson is not defined by its rigid adherence to a sequence that begins with focused instruction, followed immediately by guided instruction, and so on. On a given day, a lesson might begin with a question posted for students to answer independently, followed by a brief collaborative conversation with a peer. After gathering formative assessment information about student learning through discussion, the teacher might establish a purpose for the day’s lesson. And all in the first 10 minutes! Like choreographers, educators need a common vocabulary for discussing practice regardless of content. An instructional framework provides the ability to do so" (Fisher & Frey, 2013, p. 3.

In addition, in some ABE programs, especially those operating under open enrollment structures or as “one-room schoolhouses,” ABE teachers cannot provide all four steps of explicit instruction sequentially and systematically as described on the next pages.

Out of necessity--as they frequently enroll new students, teachers may only provide quick explanations and modeling before assigning independent work until there is more time for individual attention or small group instruction.
Out of reality--as they constantly juggle mixed levels and subjects, teachers may only provide brief guided practice before assigning independent work until there is more time for individual attention or small group instruction.

If this sounds like your ABE classroom, consider expanding or increasing the use of ONE step of explicit instruction besides independent work or application. Providing additional explanations, modeling, or guided practice will benefit your reading instruction and your students’ reading progress.

Click "Next" to reflect on this information as it pertains to your own instruction.