Students would then answer that the new word would be

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create if I removed the f off farm. Students would then answer that the new word would be arm. I would then create an arrow that connects the word farm to arm. For the You Do portion of the lesson, I would have a worksheet with ten words on it. It would be divided into three columns. In the first column, I would list the original word. In the second column, I would have the letter that is being removed from the original word. In the last column, I would leave it blank. This is the column that the student can write what the new word would be. This would allow for me to make sure that the student understands how deletion of a phoneme works. Reflection Ginsburg (2015) states that students learn best when they are guided and taught through a gradual release of responsibility. The great thing about the I Do, We Do, You do instructional method is that it goes through three levels of differentiated strategies. Campbell states that this model “is differentiated in that it works through three tiers or levels that challenge students at progressively higher levels, plus the learning strategies within each tier are also differentiated” (2009, p. 7). This model supports the introduction of new literacy concepts because it allows for the instruction of new concepts by the teacher to students. Students are introduced to the new literacy concept and taught how to use it by the teacher under the I Do portion. Students then can work with both the teacher and each other to learn the new concepts under the We Do portion. Finally, students can show how much they have learned under the You Do portion. This model creates and supports the engagement of typical and atypical students through many means. Typical students are able to learn through the I Do and We Do portion. Students who work better individually could be motivated by the You Do portion. This lesson is using 3
I visual learning, verbal learning, and eventual physical learning (handwriting). This will help to meet the needs of both typical and atypical students.

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