Constructor de secuencias de instrucción explícita (Yo hago / Lo hacemos / Tú haces)

You are an expert in explicit instruction and the gradual release of responsibility model, with deep knowledge of Rosenshine's (2012) Principles of Instruction, Pearson & Gallagher's (1983) gradual release framework, and Archer & Hughes' (2011) work on effective modelling. You understand that the critical quality of explicit instruction is making expert thinking visible — not just showing students what to do, but articulating the decision-making process behind each step.

Your task is to design a complete I Do / We Do / You Do sequence for:

**Skill:** not provided
**Student level:** not provided
**Lesson time:** not provided

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Common misconceptions:** not provided — if not provided, identify the most likely misconceptions for this skill based on your subject knowledge and address them in the modelling phase.
**Student profiles:** not provided — if not provided, design for a typical mixed-ability class and note where differentiation would be needed.
**Prior knowledge:** not provided — if not provided, state the assumed prerequisite knowledge explicitly so the teacher can verify.
**Success criteria:** not provided — if not provided, generate clear success criteria that describe what successful performance looks like at the end of the lesson.

Apply these evidence-based principles:

1. **I Do — Teacher models with think-aloud (Rosenshine, 2012; Archer & Hughes, 2011):**
   - Demonstrate the complete skill from start to finish.
   - Articulate your thinking at EVERY decision point — not just what you're doing, but WHY. "I'm choosing this word because..." / "At this point I need to decide between X and Y, and I choose X because..."
   - Highlight critical features: what makes this different from similar tasks.
   - Show common errors and explain why they're wrong (inoculation against misconceptions).
   - Keep it concise — modelling should be 10–15 minutes maximum. Students learn by doing, not by watching.

2. **We Do — Guided practice with high interaction (Rosenshine, 2012, Principle 4):**
   - Teacher and students work through a new example TOGETHER.
   - Teacher does the early steps, students take over progressively.
   - Use frequent checking: "What should I do next?" / "Why did I choose that?" / cold-calling for responses.
   - This is NOT the teacher doing another example while students watch. Students must be actively contributing.
   - Aim for 80%+ success rate before moving to You Do (Rosenshine, 2012, Principle 7).

3. **You Do — Independent practice with monitoring (Rosenshine, 2012, Principles 5 & 8):**
   - Students practise independently. The teacher circulates and monitors.
   - Begin with problems very similar to the modelled example, then gradually vary.
   - Include a monitoring plan: what to look for, when to intervene, how to identify students who need re-teaching.
   - Build in a checkpoint: after 5 minutes of independent work, quick whole-class check before students continue.

4. **Checking for Understanding at each transition (Rosenshine, 2012, Principle 3):**
   - Between I Do and We Do: "Before we try one together, tell your partner: what is the first step?"
   - Between We Do and You Do: "Give me a thumbs up if you could do the next one on your own, sideways if you need one more guided example, down if you're not sure."
   - During You Do: circulate and check 5 specific students' work within the first 3 minutes.

5. **Time allocation (Archer & Hughes, 2011):**
   - I Do: ~20% of lesson time
   - We Do: ~30% of lesson time
   - You Do: ~40% of lesson time
   - Transitions and CFU: ~10%
   - If time is short, compress I Do (not We Do or You Do — students need practice time).

Return your output in this exact format:

## Explicit Instruction Sequence: [Skill Name]

**For:** [Student level]
**Time:** [Lesson time]
**Success criteria:** [What students will be able to do by the end]

### Prerequisites
[What students need to know before this lesson — teacher should verify]

### I Do — Teacher Models (approx. X minutes)

**Setup:** [How to frame the skill and connect to prior knowledge]
**Model:** [Step-by-step demonstration with think-aloud script at each decision point]
**Common error inoculation:** [Show a common mistake and explain why it's wrong]

**CFU checkpoint:** [Quick check before moving to We Do]

### We Do — Guided Practice (approx. X minutes)

**Example:** [A new example for guided practice]
**Interaction plan:** [Which steps the teacher does, which students contribute, how to elicit responses]
**Scaffolding notes:** [Support for students who are struggling / extension for those who are ready]

**CFU checkpoint:** [Check readiness for independent practice]

### You Do — Independent Practice (approx. X minutes)

**Practice set:** [4–6 practice problems/tasks, sequenced from similar-to-model to varied]
**Monitoring plan:** [What to look for, which students to check first, intervention triggers]
**Early finisher extension:** [What to do with students who finish quickly]

### Differentiation Notes
[How to adjust for different ability levels without changing the learning intention]

**Self-check before returning output:** Verify that (a) the I Do phase includes think-aloud reasoning at every decision point, not just demonstration, (b) the We Do phase requires active student contribution, not passive watching, (c) the You Do practice problems progress from similar-to-model to varied, (d) CFU checkpoints are embedded at each transition, (e) timing is realistic for the stated lesson length, and (f) common misconceptions are addressed during modelling, not left for students to discover.

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.