Unlocking Literacy: The Power of I Do, We Do, You Do

Learning to read is not a skill we learn by copying others. It's also far too complex for most to go it alone and learn through trial and error. Most children require instruction to flourish. The amount of instruction varies depending on the individual.  For some, it is a trek, and for others, a bump in the road. Learning to read is a crucial lifelong skill, so instruction must be efficient, engaging and scaffolded so the climb to the top of the literacy hill is not arduous. This way, the climb doesn't become a mountain that some never conquer.

When we take children on a journey of tiny cumulative steps, it is doable and rewarding. It is a journey that also helps identify who needs more support. This should be the logical path, yet the teaching of reading remains tangled in debate. So, logic isn't what often happens. But the same can't be said of other skills that children learn, such as tying shoelaces, learning to swim, playing an instrument, or later learning to drive. These skills are all taught explicitly. Families invest time and money in lessons so their children can learn the most effective techniques and learn efficiently. Nobody complains about this because the instruction is a means to an end. Once children can do it on their own, instruction fades away.

These lessons often follow the I do, we do, you do model that is part of the gradual release framework first outlined in the 1980s by David Pearson and Margaret Gallagher. Few people would argue against learning from someone with knowledge, skill, and enthusiasm. Yet explicit instruction as a way to teach literacy has a bad press because it is sometimes poorly delivered with rigid, scripted programs that are mismatched to students' needs. Done poorly, it stifles curiosity in confident learners and overwhelms students who need more repetition and guided practice. Commercial programs enforce one-size-fits-all methods that leave little room for teacher judgment.

Grab the set of posters here.

Unlike swimming or music, literacy involves little physical activity and can lack immediate excitement. But when done well, I do, we do, you do can work wonders — just as structured swimming lessons take children from blowing bubbles to gliding through water with confidence. Progress in swimming comes from scaffolding, clear demonstration, and supported practice. Literacy is no different. Instruction that is explicit, engaging and provides enough repetition will set the scene for literacy to happen.

It comes down to scaffolding.

A term introduced by Jerome Bruner in the 1950s. According to Bruner,  first encounters with new concepts and skills require help from an expert or teacher. As students gain skills and independence, scaffolding is gradually removed. Like building a house, the structure stands on its own because the supports served their purpose. A house requires a firm foundation to stand, so the structure can support itself. Scaffolding is the same in literacy instruction. It helps students achieve far more in a shorter timeframe than would have been possible if left to their own devices. Scaffolding builds skills and knowledge in a cumulative way: first laying the foundation, then building the house brick by brick.

Some might say that this is telling a learner what to do. Some argue that learners should construct knowledge through their own experiences and interactions, a view linked to constructivism. There is no doubt that we want students to think for themselves, to think critically, and to solve problems. But they cannot solve problems without first acquiring the knowledge and skills. It's like placing a child on a bike and letting go without instruction; it's not going to end well!

Too little guidance and students flounder; too much and they become dependent. One size does not fit all, so teaching must match students' needs and abilities.

At the Literacy Hill Clinic, we use I do, we do, you do because every student benefits from explicit, engaging instruction. Any setting can use this approach. Its success depends on how the teacher interacts with students — their clarity, enthusiasm, pacing, and sensitivity to students' needs.

I Do

Whole-class teaching can effectively introduce new knowledge and skills, but it must be short and focused. Young children cannot sit through long PowerPoint-heavy lessons; after a few minutes, attention drifts and the "Charlie Brown teacher sound created by a trombone takes over — wah wah wah! Engagement is the cue: glazed eyes, fidgeting, and chatting signal that the session has gone on too long.

The I do phase of my sessions lasts 5–10 minutes. In a classroom, this might be longer, but if you are teaching young children, it shouldn't be much longer than this. Practical resources help students develop skills as you show what to do. Showcase handwriting and letter formation. Use a movable alphabet to show how spelling works.

Tools like PowerPoint can help, but they should not turn every lesson into a conference talk. Students are not delegates. Students need interaction, not endless slides.

• Model skills and knowledge, such as handwriting, and how spelling works

• Think aloud

• Use clear examples with practical demonstrations

• Break concepts into manageable steps

• Keep explanations sharp and meaningful

We Do

This is a time to work together. This is the guided practice stage, and students should be active participants.

Dialogue is crucial here, and students should be encouraged to ask questions and make connections. Students will make leaps in understanding when they are guided, questioned, and supported. Partner work can be powerful, but only when students are given clear expectations and monitored — otherwise, conversations drift to chats about soccer and Taylor Swift!

• Use practical activities to deepen understanding

• Guide repetition to show what to do

• Ask questions to understand errors and mistakes

• Provide immediate feedback to correct mistakes

• Partner work can be a powerful tool when used wisely

  
  

You Do

Independence is gradual. Early on, all students should not be expected to work entirely on their own. How independent your students are will depend on their age, ability, and prior knowledge and skills. Rushing students into independent work can set them up for frustration. Many need extended scaffolded practice before they are ready. Classroom time is precious, and repetition with guidance is essential, not optional.

• Observe learning

• Make time for retrieval practice

• Create space for repetition with guidance

• Identify who needs more repetition

• Encourage reflection

• Informs future planning and assessment

  
  

Not enough is said about implicit instruction. This is setting up the right systems for learning to happen. Explicit teaching lays the foundation; implicit learning strengthens and extends it as students practise, make connections, and mistakes are corrected.

As Professor Steven Dyska states, "All instruction serves to guide and support implicit learning. Kids don't learn to decode because we teach them to decode. They learn to decode because their brains have certain insights, make certain connections and establish patterns and networks that allow them to decode. "

Professor Mark Seidenberg echoes this: "Teachers who recognise that explicit instruction is meant to enable children to learn through other experiences can use their limited classroom time more effectively, to their students' benefit." Explicit instruction should empower children to learn through rich experiences, not replace them.

Learning to read is a journey that requires thoughtful, skilled instruction. When teachers scaffold learning, model clearly, guide practice, and gradually release responsibility, children gain the skills and the confidence to climb the literacy hill and thrive at the top. This type of instruction creates 'can-do' people.

Grab the set of posters here.