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Using ‘I Do, We Do, You Do’ to Teach Reading With Expression
This gradual release of responsibility routine helps students hear what fluent, expressive reading sounds like, practice with support, and then read with expression on their own.
Learning to read fluently goes well beyond sounding out words correctly. Young readers need to hear what reading with expression sounds like, get plenty of practice reading aloud with scaffolding, and gradually build confidence to become expressive independent readers. At Clinton Valley Elementary School in Mount Clemens, Michigan, first-grade teacher Rebecca Piotrowski uses the tried-and-true gradual release of responsibility model commonly known as “I Do, We Do, You Do” to help students build the fluency they need to become confident readers.
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Mentors.net - a Professional Development Resource
Mentors.net was founded in 1995 as a professional development resource for school administrators leading new teacher induction programs. It soon evolved into a destination where both new and student teachers could reflect on their teaching experiences. Now, nearly thirty years later, Mentors.net has taken on a new direction—serving as a platform for beginning teachers, preservice educators, and
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