Structuring Lessons to Promote Learning from Materials

Planning Pyramid for Multilevel Word Recognition Instruction

For decades the topic of how best to teach word recognition to elementary school children has provoked heated debate. This controversy has escalated in recent years, with researchers, educators, parents, and the community at large becoming engaged in the debate. The challenge of optimal word recognition for students reading at a variety of levels is particularly acute in highly diverse classrooms that include students who find learning to read very difficult.

One approach to providing appropriate instruction for all students is through the use of multilevel instructional practices. Multilevel instructional practices are designed to provide for the needs of students with a wide range of reading levels and to incorporate adaptations for materials as needed. While a variety of grouping arrangements may be used to provide multilevel instruction (whole class, small group, pairing), the composition of the groups is generally heterogeneous. The basic premise of multilevel instruction is that all students have an opportunity to “plug in” to appropriate instruction and to receive support from teachers and from peers.

The Planning Pyramid can be used to structure lessons for multilevel word-recognition instruction. Although the Pyramid was designed originally for content-area reading instruction, it is also a viable planning tool for multilevel skills instruction.

In thinking about using the Pyramid for word recognition instruction, the teacher needs to consider the following questions:

1. What is the word-recognition competency to be taught?
2. What are prerequisites for this competency?
3. What does it take for students to master the competency?
4. What are extensions and applications of the competency?

Planning Pyramid for Multilevel Mathematics Instruction

Many elementary students with learning disabilities experience difficulties in basic mathematics computation skills and/or in problem solving. These difficulties frequently inhibit full participation in classroom mathematics instruction. Some intensive, direct instruction of students with special needs in learning mathematics may be necessary. However, with close attention to the scope and sequence of instructional content, to teaching strategies, and to the design of practice activities, teachers can greatly enhance the level of participation and success of students.

The Planning Pyramid provides an excellent framework for mathematics instruction. The Pyramid can help teachers think about attending to differentiated student needs while thinking about the needs of the class as a whole. In using the Pyramid for mathematics instruction, the teacher needs to consider the following questions:

1. What is the skill or concept to be taught?
2. What are the prerequisites for this skill or concept?
3. What does it take for students to master this skill or concept?
4. What are extensions and applications of the skill or concept?

More articles on Adapting Reading and Math Materials for the Inclusive Classroom.