Phenomenal Instruction: Add A Student(Do)

Posted byJeremiah ShortPosted inUncategorized

Traditionally, the gradual release follows this structure: I(Do), We(Do), You(Do). It’s a simple but efficient method to teach multiple subjects. A few years ago, I added an additional component to the model: Student(Do). 

What is a Student(Do)? It’s where a peer, after initial instruction, models how to answer the question or correct a sentence. To illustrate, I’ll share a sample lesson for Common and Proper Nouns. 

Intro To Common/Proper Nouns

I(Do): 10-12 Minutes

Hook: Common/Proper Noun Song(3-5 Minutes)

To begin the lesson, play a common/proper noun song. It’s great to engage and tap into students with auditory learning styles. Some will think it’s corny…others will sing along.

Intro: Common/Proper Noun Anchor Chart (3-5 minutes)

After catching students attention, project a common/proper noun anchor chart and then introduce the concept. It’s a good idea to have students read the information instead of you to ensure 100 percent participation. (Kids will listen to their peers better than you.)

Model: 1-3 Common/Proper Noun Sentences(3-5 Minutes)

Model identifying if the underlined noun is a common or proper noun. (Give evidence as to why)

Then read the next two sentences aloud and ask them what the underline word is: common or proper. Once you complete this step, you’re ready for the Student(Do).

The Student(Do): 3-5 Minutes

Modeling(Student-Led): 3-5 Sentences

Allow student volunteers to come and model how to identify if the underlined word is common or proper. Make sure that they share they’re evidence to support their answer. This is a Phenomenal time to assess mastery of initial instruction. Even if students are demonstrating for peers, you’re there to clear up any misconceptions.

We(Do): 5-10 Minutes

Guided Practice: Reveal and Answer

Following the Student(Do), you’re ready to move into guided practice. Read out the sentence and ask students to identify if the underlined word is common or proper. Normally, I give students a time limit and decrease as the guided portion of the lesson progresses. 

When it’s time for them to answer, say: Reveal!!! (I typically do voices.)

You(Do): 10-12 Minutes

Independent Practice(Review): One Sentence

One way to make sure that there aren’t any misconceptions is to conduct a You(Do) review is to identify a word in a sentence as common or proper. If 80 percent or more students are correct, move forward. If not, then re-teach or clear up any misunderstandings.

Independent Practice: 4-5 sentences

Have scholars complete 4-5 and identify the underlined word is common or proper. 

Letting students review the final sentences or questions with their classmates is an excellent way to build leaders and increase engagement. (Also, a way to see how students view you as a teacher)

Close out the lesson with an exit ticket to ascertain final mastery.

Utilizing a Student(Do) isn’t an innovative but easy way to foster classroom community and make school inclusive experience.

Be Phenomenal, Mr. Short

Jeremiah Short is a seventh-year teacher who is the author of Phenomenal Intervention: The Playbook and host of The Phenomenal Student Podcast.

Published by Jeremiah Short

My name is Jeremiah Short, and I’m an educator with twelve years of experience committed to high-impact literacy instruction, student achievement, and the craft of teaching. I’m passionate about designing meaningful learning experiences, building strong classroom culture, and creating systems that help students think, write, and read with confidence. I am the author of As I Took My Walk With God (Volumes I and II) and the creator of Phenomenal Intervention: The Playbook. Over the years, I’ve developed several instructional frameworks and routines used to strengthen reading and writing instruction, including: Explicit ELA R.I.P.E. (my Extended Constructed Response framework) Phenomenal Word Power T.I.D.E. Bloom’s Units: Reading The Phenomenal Classroom My work centers on making literacy instruction clear, intentional, and engaging—helping students build mastery from the word level to the text level through structured routines and explicit teaching.

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