Phonics and Word Recognition: I Do, We Do, You DoPart 1: Phonics and Word Recognition: I Do, We Do, You Do Chart Phonics/Word Recognition Concept Describe your chosen phonics/word recognition concept and aligning standards. The concept that has been selected in this case is decoding words with multisyllables. I DO Describe the direct instruction that you will use to teach your phonics and word recognition concept. WE DO Describe how you will work together to help your students to reach the learning task. YOU DO Describe the independent work the students will do based on the concept you taught. Students will be asked to repetitively read the chart. I will initiate discussions and engagements in the classroom to help students reach their learning tasks. Students will be asked to provide examples of You Do to make sure that they understand. Differentiation Describe differentiation strategies to utilize with the students chosen by your mentor teacher. The strategy that will be used in this case is to design learning lessons that fit the needs of multiple students. Assessment Describe an informal assessment that will help to monitor the effectiveness of the activity. An observation will be made to assess if the students are grasping the relevant knowledge or not. Part 2: Lesson ReflectionThe findings will be important in my future career because they will provide information on different areas. The first area focuses on all students. In this case, it will be easier to know if the lesson is appropriate for the students. A teacher has a role to promote the learning process of a student (Durwin & Moore, 2019). When a lesson proves to be easy, it is important to make it a bit complex to ensure that it challenges the mind of the student and at the same time, it helps the student to know. When the lesson is too complex, it means that the students will have a hard time understanding. It is for this reason why it is paramount to make sure that one gets to know more about how students respond to the lessons. The information will help me in the process of drafting lessons. I will be able to know the best approach to take to ensure that my teaching methods and strategies (Jennings, Moran, Knupp, Dwyer, & Hong, 2017). The findings will also help me to know the methods that work effectively in a diverse population. One of the tasks that have been provided is to design strategies that are aligned to the needs of students (Kim, 2018). In this case, it means that even the special students ought to be factored in. Based on the findings, it will be easier to know if the differentiation strategies worked or not. In case the strategies work, I will know that they are effective and in the future, I will not shy away from applying them. ReferencesDurwin, C. C., & Moore, D. (2019). Can Color-Coded Word-Families Flashcards Facilitate Word Recognition in Kindergarteners?.Reading Improvement,56(4).Jennings, L., Moran, R. R., Knupp, K., Dwyer, E. J., & Hong, H. (2017). Word Recognition Competency Activity forStudents.Illinois Reading Council Journal,45(4).Kim, S. (2018, September). Developing a Phonics Program Based on Onset-Rime Approach for Improving Young Learners’ English Word Recognition and Reading. InVietTESOL International Convention 2018.