CORI + FOR ESL LEARNERS

Presented as a partial requirement for the Master’s degree in Teaching and Curriculum of English as a Second Language

Magda L. Torres Colón Lidia E. Santos Rivera

May 2008

Approved by: ________________________________ _____________________ Sharon Clampitt-Dunlap, Ed.D Date Project Director ________________________________ _____________________ Jacqueline Alvarez Peña, Ph.D Date Graduate Studies Director ________________________________ _____________________ Bernardette Feliciano Quiñones, Ed.D Date Dean of Studies

ii

Certification of Authorship

Hereby we certify that the application project titled: CORI + for ESL

learners, which we present as a partial requisite for the Master’s degree in

Teaching and Curriculum of English as a Second Language, from the Inter

American University of Puerto Rico, Ponce Campus, is a product of our

investigative work. We also certify that this work is original and unpublished.

This application project is protected by author’s copyright of Magda L.

Torres Colón and Lidia E. Santos Rivera (2008) and as graduate students of the

Education Masters Degree Program; we authorize the Ponce Campus of the

Inter American University of Puerto Rico to utilize it exclusively with the purpose

of reference for further investigative studies by the person whom requests it.

______________________________ _____________________

Author’s signature Date

______________________________ _____________________

Author’s signature Date

iii

Abstract

The purpose of this application project: CORI + for ESL learners, was to

adapt the ESL reading curriculum in the secondary level of Puerto Rico’s public

school system to an inviting, hands-on and motivating structural plan that could

enhance students reading habits as well as to provide teachers of ESL with an

alternative tool to promote ESL acquisition.

The framework utilized for this project was, the Concept Oriented Reading

Instruction model as presented by Guthrie, Wigfield, & Perencevich, (2004) and

the English Program’s Content Standards and Expectations of 2007 of the

Department of Education of Puerto Rico.

Merging the main objectives and ideas of both resulted in the creation of

an innovative concept oriented reading instruction framework aimed for students

of English as a Second Language in the secondary level of Puerto Rico’s public

school system. As a result, ESL teachers of secondary level, specifically 8th and

10th grade levels have not only an instructional framework but a guide that will

allow them to apply this concept in their classrooms, adapting it as they wish or

need according to their group’s specific needs.

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Resumen

El proyecto de aplicación: CORI + for ESL learners, tuvo como

objetivo adaptar el currículo de lectura de inglés a nivel secundario en el sistema

de escuelas publicas de Puerto Rico, a uno de experiencias amenas, autenticas

y motivadoras, todo bajo un plan estructurado que realce los hábitos de lectura

de los estudiantes además de proveer al maestro(a) de inglés como segundo

idioma con una alternativa para mejorar la adquisición del idioma sus

estudiantes.

Se utilizaron como base el concepto de CORI según presentado por

Guthrie, Wigfield, & Perencevich, (2004) y el documento, Estándares de

Contenido y Expectativas 2007 del Departamento de Educación de Puerto Rico.

La adaptación de CORI a las expectativas del Departamento de

Educación de Puerto Rico resultó en un plan estructurado adaptado a las

necesidades específicas del estudiante que aprende inglés como segundo

idioma a nivel secundario en las escuelas publicas de Puerto Rico. Como

resultado, los maestros de esta materia específicamente los de 8vo y 10mo

grados, cuentan ahora con una guía que les permitirá utilizar este concepto en

sus salas de clases y adaptarlo según sea necesario y de acuerdo con las

necesidades específicas de sus grupos.

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Dedication

I dedicate this project, first to God, for giving me the opportunity to be part

of this world and blessing my life with the beautiful people that surrounds it. To

mom, Margot, (R.I.P), because you were mom and dad. Thank you for teaching

me to be a strong woman and to no let go of my dreams.

To Professor Luciano Vargas Algarín, from the very beginning you always

believed in me and continue to guide my steps. Thanks!

To my children, Eric and Valeria. Thank you for being so patient and

understanding. You are my guiding light and inspiration to be better. And to my

husband, Eric whose love, understanding and support helped me reach my

dream.

I love you all!

Magda L. Torres Colón

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Dedication

First, thank you God, for giving me life and guidance through out this

journey. I dedicate the culmination of this project to my dad, Juan (R.I.P), even

though you are not with me you have been my inspiration.

To my beautiful children, Lidia and George, for being supportive and

understanding. Lidia, thank you for being my right hand at home, you’re an

excellent daughter and a great sister; George thank you for your understanding;

you’re the best son!

And, to my husband George, whose unconditional support, love and

companionship have allowed me to reach my goals. Thank you, honey!

Lidia E. Santos Rivera

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Acknowledgements

We would like to thank everybody that in different ways helped us with the

tools to complete this application project.

We thank and appreciate Mrs. Edith L. Roubert González, Environmental

Science teacher, who supported us with all the science aspects through out the

realization of this project.

Thank you, Dr. Sharon Clampitt-Dunlap, for your guidance, motivation and

patience through out this process. You were not just our counselor but an

inspiration for us to continue farther.

Finally, we want to acknowledge the most important aspect of this project:

Friendship. This has been the supporting rock of our journey from the very

beginning of our bachelor degree and through out the master’s degree programs.

It feels good to have someone you can share your happiness and sadness,

triumphs and defeats. But, it is even better to have someone you can trust and

count on. Cheers, to true Friendship!

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Table of Contents

Certification of Authorship .. …………………………………………………… ii Abstract …………………………………………………………………………. iii

Resumen ……………………………………………………………………….. iv

Dedications ………………………………………………………………………. v Acknowledgements ……………………………………………………………. vii

Table of Contents ……………………………………………………………… viii CHAPTER 1: INTRODUCTION ……………………………………………….. 1

Purpose ………………………………………………………………….. 2 Educational Environment ………………………………………………. 2 Theoretical Framework …………………………………………………. 3 Research Question …………………………………………………….. 6 Definition of Terms ……………………………………………………… 6 CHAPTER 2: LITERATURE REVIEW………………………………………… 8 CLIL ……………………………………………………………………… 10 Reading Engagement …………………………………………………. 11 CORI …………………………………………………………………….. 13 Reading Comprehension ……………………………………………… 16 Direct Vocabulary Instruction …………………………………………. 18 CHAPTER 3: METHODOLOGY ……………………………………………….. 22 Purpose…………………………………………………………………… 22 Design…………………………………………………………………….. 22 CHAPTER 4: RESULTS …………………………………………. ……………. 28 Teachers guide…………………………………………………………... 28 Curricular segment samples………………………………………….... 33 CHAPTER 5: ANALISYS AND DISCUSSION……………………………….. 42 Analysis ………………………………………………………………….. 42 Limitations……………………………………………………………….. 42 Conclusions ……………………………………………………………… 43 Recommendations ……………………………………………………... 44 REFERENCES ………………………………………………………………..… 45

Chapter 1: Introduction

Given the social, technological, economical and cultural reasons that

require and demand the use of the English language, the Department of

Education of Puerto Rico (DEPR) has recognized the need for learning the

language. Puerto Rican students have been taught English since 1898 when the

United States (US) took over the government of the Island. Since then, there

have been many changes as to how to teach the English language in the public

school system, but the teaching of the language has never ceased. Nowadays,

and as the result of the Organic Law of August 28, 1990 of the Department of

Education, English is taught as the official Second Language of Puerto Rico

(DEPR, 1994).

In order to meet the demands and changes of society, the Department

of Education has revised its English Program curriculum many times, with the

most recent changes reflected in the document titled: Content Standards and

Grade Level Expectations of 2007. The content standards document establishes

what should be learned in each academic area and provides evaluation

indicators for the academic programs. The Grade Level Expectations offer a

guide as to what skills and/or values should be mastered at each grade level

according to each content standard. They are also indicators as to what each

student should have learned by the end of the school year. The Content

Standard and Grade Level Expectations of 2007 curriculum is designed on the

Balanced Literacy instructional model. The approach allows for teachers to

develop essential skills and strategies instruction within the context of

2

meaningful, relevant and authentic reading. Additionally, the new curriculum

states that reading is the central element of teaching the language while the

other two standards of listening/speaking and writing can be taught in context.

The DEPR encourages teachers to implement activities and use models

accordingly by “providing a variety of instructional opportunities and building on

students’ individual strengths and experiences”(DEPR, 2007); therefore,

teachers of ESL are responsible for the investigation and integration of major

approaches and new trends in the field in order to achieve effective learning of

the language. Concept Oriented Reading Instruction (CORI) program is one

alternative which can be used to promote meaningful, motivational reading while

developing vocabulary skills which will provide the opportunity to develop greater

listening/speaking and writing skills.

Purpose

One of the DEPR goals is to ensure “that all students are provided a

progressive path for literacy development from grade to grade in order to create

independent, life-long readers and learners”. The purpose of this study is to

present the Concept Oriented Reading Instruction (CORI) model adapted to ESL

learners in Puerto Rico (PR) as an alternative to achieving such goal.

Educational Environment The mission of the English program in the public school system of Puerto

Rico is to assure that students can communicate effectively in English

emphasizing the need for communicatively competent individuals. To

accomplish such goals the Department of Education of Puerto Rico (DEPR)

3

provides ESL instruction from Kindergarten to 12th grade levels, focusing on

listening/speaking, reading, and writing skills as content standards of the

program. These content standards are aligned so that specific needs and skills

are met according to grade level expectations. However, the results of the

Puerto Rican Academic Achievement Tests (PRAAT, 2007) demonstrate that

ESL students are encountering difficulties when reading any given texts.

The goal of the DEPR and all its schools is to achieve Adequate Yearly

Progress (AYP) (a requirement established by the No Child Left Behind Act) in

the Spanish, mathematics, English and science. In the English section of the

test, students are evaluated in the areas of listening skills, writing and reading

comprehension. The results of the PRAAT demonstrate that students are not

achieving the expected goals.

In order to impact the learning of ESL, the DEPR has establish reading as

the central element of learning the language while the skills of listening, speaking

and writing will be learned in context.

Theoretical Framework

The balanced literacy instructional model is based on the theory that “it

provides for essential skills and strategy instruction within the context of

meaningful, relevant, authentic reading, writing and oral language activities and

routines” (DEPR, pg. 13). Research demonstrates that if a person reads enough

pertinent and/or relevant material, this will help develop other skills of the

language such as writing and speaking. Krashen states that “Good writing style,

according to the research, is a result of reading, not writing” (1992, p.11). It is

4

the goal of the DEPR that students build on their individual strengths and

experiences and that they create independent, life-long reading skills. It is then,

essential for ESL teachers to be provided with a tool that will foster such ideas

and provide for effective acquisition of the language in a low-anxiety level

environment. Tracy Terrell’s natural approach states that “activities attempt to be

of genuine interest to the students” (1992, p. 27) and that the course should be

organized around topics and activities that students find interesting and

comprehensible. If the material is of interest to the student, the anxiety level of

acquiring a language will be low, and research states that the lower the anxiety

level, the higher the acquisition of the language (Krashen, 1992). Chomsky, as

stated in Krashen’s (1992,p. 6) states that the part of the brain responsible for

language acquisition would not be reached if the acquirer is anxious. Providing

ESL students with a natural language environment will definitely allow for them to

become active learners. However, specific strategies that will motivate and

promote the acquisition of ESL is needed to complete the phases of active,

meaningful ESL acquisition.

A new trend in language instruction is Content and Language-Integrated

Learning (CLIL). CLIL offers students of foreign languages the opportunity to

learn the target language by focusing on a specific subject (science, history, arts,

etc.) instead of on the language itself. The method has two aims: 1) to learn the

subject, 2) to learn to use the foreign language (Niemen, 2006). According to the

report on the implementation of the Action Plan “Promoting language learning

and linguistic diversity” (COM, 2007) this trend, increasingly used in Europe, is

5

an alternative for motivating students to read and strengthen their communication

skills (p.11) since it provides the student with the enjoyment of learning about a

topic and not just the structure of the target language. CLIL, following similar

lines as the Krashen model provide a “natural situation for language development

which builds on other forms of learning” (Marsh, 2007, p.3). CLIL provides the

opportunity to learn the language while experiencing hands-on activities at the

same time. Marsh (2007) states that we learn effectively by experiencing.

Another position of CLIL is that it offers students the opportunity to learn by

becoming interested in a subject and to learn about the subject itself, not

focusing on the language and its rules (Nieminen, 2006, p.18). This aspect of

CLIL works along the same lines as Krashen’s ideas, as it provides students with

non-threatening environment to acquire ESL as they focus on enjoying the

subject and not worrying about correcting themselves grammatically or any other

language specific aspect. It also ties in with the DEPR’s Balanced literacy model

instruction as it provides for student learning within the context of meaningful

activities, developing other language skills such as writing, listening and

speaking.

For the purpose of this curriculum design, the Concept Oriented

Reading Instruction (CORI) framework was selected as the tool to provide all the

essentials stated above. CORI, which is compatible with CLIL principles,

provides for the integration of science inquiry with literacy instruction. This

partnership allows reaching the goals of the DEPR with its Balanced literacy

model instruction while providing for a natural language environment prescribed

6

by Krashen and the principles of CLIL to reach such goal: to acquire the

language in an engaging, authentic environment. This integration will develop a

person capable of strengthening his/her literary skills, creating independent, life-

long reading habits.

Research Question

Can the Concept Oriented Reading Instruction be adapted to ESL

reading instruction by providing direct vocabulary instruction?

Definitions of Terms

The following terms are used through out this project and are here

defined solely to give the reader an open minded definition of each.

• CLIL= Content and language integrated learning

• DEPR= Department of Education of Puerto Rico

• CORI= Concept Oriented Reading Instruction

• PRAAT= Puerto Rico academic achievement test

• ESL= English as a Second Language

• NRP= National Reading Panel

• Balanced literacy approach=provides for essential skills and strategy

instruction within the context of meaningful, relevant, authentic reading,

writing, and oral language activities and routines.

• Direct vocabulary instruction= pre-selected, frequently used vocabulary

words that are presented, discussed and used within context prior to the

reading event.

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Chapter 2: Literature Review

Second or foreign language acquisition is the process of developing language

skills to the extent that learners can understand and be understood while

communicating with native speakers of the target language. “Just about

everyone learns a first language with great ease; very few people manage to

learn a second language so well that they can pass for a native… people vary

widely in the extent to which they acquire an L2” (Mason, 2002 ). It is important

then, for ESL teachers to provide a variety of teaching models and/or concepts in

order to satisfy the needs of the students and target for a positive and meaningful

experience. In order to acquire a language, it is imperative to provide situations

where the learner can interact with real world situations, be able to interact with

native speakers, and be able to feel confident with his/herself in order to produce

(Schutz, 2007). Stephen Krashen (1981,1988), an expert in the field of applied

linguistics, states that acquisition is the product of a subconscious process

requiring meaningful interaction in the target language with natural

communication where speakers are concentrated on the communicative act and

not on the form of the language (Schutz, 2007). Tracy Terrell (1983) refers to

this process, based on his theory of acquiring a second language, as the Natural

Approach. This approach does not allow for correction of grammar, rules or

other language structures. Language utterances will begin as the individual feels

the need to communicate as he/she is acquiring while participating in a hands-

on, interesting and motivating theme or topic to them and not by being forced to

produce in order to pass to next level. Krashen also rejects the strategy of

8

“grammatical sequencing when the goal is language acquisition” (in Schutz,

2007). “…Language acquisition does not require extensive use of conscious

grammatical rules, and does not require tedious drill” (Krashen, 1988, p.6).

Another aspect of Krashen’s Model in relation to second language acquisition is

the use of the Monitor. He explains that the monitor acts as an “editor” while the

student is “learning” a language and not “acquiring” it (Krashen, 1988). If the

monitor is “on” then the student is focusing on editing or correcting his/herself

while trying to produce. This will function greatly under the circumstance that the

learner would have reached a level of understanding the rules of the language

and can think about correctness for them and at the time of producing.

“According to Krashen, the role of the monitor is - or should be - minor, being

used only to correct deviations from 'normal' speech and to give speech a more

'polished' appearance” moreover, the over use of the monitor could be related to

lack of self-confidence (Schutz, 2007). Finally, another important aspect of

Krashen’s second language acquisition is the theory of the affective filter. This

theory states that learning a second language is not just about skills, grammar

rules and other language aspects but also to other facilitative variables such as:

motivation, self-confidence and anxiety levels. Krashen claims that “learners with

high motivation, self-confidence, a good self-image, and a low level of anxiety are

better equipped for success in second language acquisition” (Krashen, 1988).

Low motivation, low self-esteem, and debilitating anxiety can combine to raise

the affective filter and form a mental block that prevents comprehensible input

from being used for acquisition. In other words, when the filter is high it impedes

9

language acquisition; therefore, it is important for ESL teachers to maintain the

variables under control to achieve effective acquisition.

Content and Language Integrated Learning

One trend, which incorporates the principles described in both the Natural

Approach and Krashen’s Monitor model, is CLIL (Contents and Language

Integrated Learning). CLIL is not a new teaching method, but it has currently

become very popular in Europe. CLIL is a renewed effort to use Content-Based

Instruction in language classrooms. This method offers students the possibility to

use another language while becoming more interested in the subject itself

instead of focusing strictly on the language. Due to its practical nature and

flexibility, CLIL can be incorporated in different types of schools: both state and

private; also, it can be used for certain time periods, as a task within the overall

curriculum or implemented as optional subjects (Pavesi, Bertocchi, 2001).

Language acquisition occurs naturally and subconsciously. It also provides an

excellent opportunity for teachers to help students develop their language skills in

school. For CLIL to allow for a natural circumstance in learning a second

language, it is geared towards a theme or topic, which assigns teachers the role

of facilitator to the student. Marsh, Marsland and Stenberg (2001) state that CLIL

is advantageous in professionally-oriented education, and that it improves the

quality of learning and teaching in the context fields (p. 17). According to Marsh

(2007), there are two aims when teaching CLIL, one related to the subject, topic,

or theme and one linked to the language. CLIL can offer people of any age a

natural situation for language development, which builds on other forms of

10

learning. Good knowledge of the L1 of the learners is, however, advantageous

as the teacher must fully appreciate the learner’s language difficulties (Pavesi,

Bertocchi, 2001). The CLIL teacher provides a situation in which the attention of

the child is on some form of learning activity, which is not language itself. In

addition, it provides all students, the opportunity to acquire and learn additional

language in a meaningful way. Language learning in meaningful content-based

environment stimulates motivation and provides real social purposes for

speaking, listening, reading, writing and thinking (Dong, 2002). Therefore, CLIL is

a means to develop interest in acquiring the target language in order to fulfill the

need to understanding the theme or topic with which the student is working.

According to a study conducted by Kibe (in Nieminen, 2006) many students

achieved great improvement in their language skills and could grasp the content

at least as well or even better than in normal teaching. In the field of language

instruction, there has been a move away from traditional instruction to a more

motivated curriculum. This is a particularly true in reading instruction, which has

moved towards seeing language arts as a whole.

Reading Engagement

By focusing on context and task based language instruction, the reader

become engaged in the reading process. The term engagement in reading refers

to the use of motivational strategies and conceptual knowledge while reading

(Guthrie, Van Meter, Hancock, 1998). Engaged readers use and regulate

strategies to enhance their conceptual understanding (Anderson and Pearson,

1984). Decker (1996) further explains that reading engagement is the act of

11

choosing a book, reading it, comprehending its essence, and permitting it to

influence one’s mental and/or affective state. The reader then engages a

composite motivational and cognitive process. Several investigations show that

intrinsic motivation to read is highly associated with reading comprehension,

much more so than extrinsic motivation among elementary school children.

(Becker & Wigfield, 1999:Guthrie & Cox, 2001; Guthrie, Wigfield, Metsala, & Cox,

1999; Wang & Guthrie, 2004; Wigfield & Guthrie, 1997). In these studies, intrinsic

motivation referred to students’ curiosity about new books and topics, reading for

long periods of time, preference for long periods of time, and preferences for

longer challenging texts. One suggestion made by Hidi & Harackiewicz (2000), is

that students first experience a situational interest, and such interest is slowly

followed by growth in intrinsic motivation. Under the right classroom conditions

however, the situational interest may involve desire for another book in a series,

or an alternative text on a slightly different topic (Guthrie, Hoa, 2004). In a study

conducted by Guthrie (2004), the classroom context used was Concept Oriented

Reading Instruction (CORI). The study was based on reading strategy

instruction; a set of motivational practices was designed to enhance children’s

intrinsic motivation. In this instruction, students explored ecological issues and

concepts in Science through observational activities and investigation, providing

students with hands-on interaction with the topic of ecology as a way to generate

interest. A meta-analysis of studies of different instructional strategies (Guthrie &

Humenick, 2004) provides experimental evidence that several classrooms

practices lead to improvement in reading motivation. These classroom practices

12

included (a) providing choices of books or tasks during instruction, (b) affording

students with opportunities for collaboration with classmates in reading activities,

(c) providing interesting texts for instructional activities, and (d) providing hands-

on activities or real world interactions connected to specific book reading

activities ( Guthrie, Wigfield, & Perencevich, 2004). Within CORI, student’s

motivation and engagement were explicitly supported through the practices

described above: (1) using content goals for reading instruction; (2) affording

choices and control to students; (3) providing hands-on activities; (4) using

interesting texts for instruction, and (5) organizing collaboration for learning from

text (Guthrie, Hoa, 2004). Taking Guthrie’s observations into consideration,

control over what and how students read seems necessary in the classroom.

Students will experience increased motivation if they comprehend what they are

reading, and if they receive the necessary feedback to continue on a new level.

Without the necessary reading comprehension skills and the motivation for

reading to learn, students’ academic progress is limited (Alvermann &Earle,

2003).

Concept Oriented Reading Instruction

CORI’s is one framework for reading instruction that has been proven to

create engaged learners. CORI classrooms are designed to meet students’

mental and cognitive needs. Integrating reading and scientific inquiry consists of

partially merging the motivation processes, and needs of students that usually

occur in separate domains. Based on the engagement model of reading

development, the CORI approach suggests that reading comprehension is

13

facilitated by reader engagement (Guthrie, Wigfield & Perencevich, 2004). This

framework consists of the joint functioning of cognitive comprehension strategies

and the motivational process. The purpose of CORI is to optimize the

development of reading engagement. In addition, it contributes to a higher level

of literacy engagement in the classroom. Many empirical studies, including quasi-

experimental research conducted with upper-elementary students, have provided

compelling evidence of CORI’s effectiveness in improving the comprehension of

expository text. For example, Wigfield & Guthrie (1997) and Guthrie and Cox

(2001) found positive correlations between reading motivation, curiosity,

involvement, and preference for challenge. Becker and Wigfield (1999) found

similar correlations with a sample that included low-income African American

students. Further more, Guthrie and his colleagues (1993) reported positive

correlations between reading motivation, amount and breadth of reading, and

reading strategy use. In these interventional studies, CORI showed significant

benefits for students’ reading comprehension, context knowledge acquisition,

reading engagement, and growth in strategic reading.

In CORI, science inquiry is integrated with reading, which has been shown

to increase both reading and science comprehension (Romance & Vitale, 1992).

Studies in second language acquisition have repeatedly shown that second

language is best learned through content when students have a real purpose for

learning and when language use is authentic, rich, and meaningful to students

(Chamot & O’Malley, 1994; Enright & McCloskey, 1988; Swain & Carroll, 1987).

Meaningful learning occurs when the learner relates new information to what is

14

already known. Several studies (Adamson, 1990; Chamot & O’Malley, 1994;

Enright & McCloskey, 1988) have found that non-native English speaking

students will benefit from learning the second language and academic content

knowledge simultaneously rather than separately. CORI students engage in

many activities to support their reading engagement and content knowledge

growth, including observing tangible scientific phenomena, choosing topics and

reading interesting texts that are connected in important ways to the content and

strategic reading goals, and engaging in thoughtful text-based writing and

knowledge communication.

CORI has been shown to be effective in promoting reading comprehension,

reading engagement, content knowledge growth and strategic reading, and it has

shown benefits on student’s subsequent reading practices. The main strategies

that are emphasized in the CORI framework have been recommended in the

National Reading Panel Report (2000) and have been found to support reading

development in all populations of students by researches such as, Margosein,

Pascarella and Pfaum (2003). Students who are learning in a goal-oriented

manner are more likely to be more engaged in using cognitive strategies, and

linking their new knowledge to old ones, more than other students would (Meece

& Blumenfeld, & Hoyle, 1988). Experimental evidence suggests that increasing

generalized intrinsic motivation requires the extended classroom practices of

support for student’s choices, collaborations, use of interesting text, and real-

world interactions related to literacy as in a CORI framework (Guthrie, Wigfield,

A., & Perencevich 2004).

15

Reading Comprehension

Improving reading comprehension is the primary concern of researchers,

educators, and the public (National Reading Panel, 2000; Snow, Burns, and

Griffin, 1998); however, teaching and learning in a second language, (L2) is not

the same as teaching and learning in the first language (L1) (Clegg, 2007).

Students learning to read in L1 environments achieve a higher level of fluency in

reading abilities, but research show that the same claim could not be made for

those learning in L2 contexts. Students learning in L2 are doing more things,

cognitively speaking than they do in their learning through their L1 (Clegg, 2007).

In many second or foreign language-teaching situations, reading receives a

special focus; however, there is not enough empirical data to suggest what

strategies work best for L2 environments over others (Richards and Renandya,

2001a, p. 273-274). Nonetheless, number of L2 acquisition researchers claim

that successful L2 reading comprehension not only hinges on vocabulary size but

also on the speed with which learners can access the L2 words. In addition,

several studies suggest that L2 learners should consequently invest considerable

time on vocabulary building. (Coady, Huckin,1997; DeKeyser, 2001; Favreau &

Segalowitz, 1983; Grabe, 1991; Haynes & Carr, 1990; Hulstijn, 2001; Koda,

1996; Meara, 1993; Nation 2001; Qian, 2002; Segalowitz, 1997,2000).

The most fundamental requirement for fluent reading comprehension is rapid

and automatic word recognition, which is reason why vocabulary is important (or

lexical access- the calling up of meaning of a word id recognized). Fluent L1

readers can recognize almost all of the words they encounter, at least at some

16

basic level, but this is not the case for L2 learners (Grabe, Stoller, 2002). In a

correlational study completed by Van Gelderen (2004; part of the NELSON

project speed of lexical access was correlated with L2 reading comprehension,

but grammatical and vocabulary knowledge and metacognition proved to be

better predictors. Vocabulary knowledge and metacognition, but not speed of

word recognition, proved to be significant predictors in the multiple models of L2

reading comprehension. In addition, some researchers believe that students

should have fluent access to vocabulary words before they can successfully

apply reading strategies in the L2 classroom. Readers predict, select, confirm,

and self-correct as they seek to make sense of print. Readers construct meaning

during reading (Reid, 2001).

The L2 vocabulary instruction thus not only may help students in learning the

word meanings (accuracy) and establishing semantic connections (richness), but

also promote fluent access to the words learned (fluency); Hulstijn, 2001; Nation

& Newton, 1997; Skehan & Foster, 2001). Baker (1977) states that acquiring a

normal vocabulary is a prerequisite for reading comprehension. L2 proficiency

plays a large role foundation for L2 reading; also, students must have a sufficient

amount of L2 knowledge to make effective use of skills and strategies that are

part of their L1 reading comprehension skills (Grabe, Stoller, 2002). Most L2

readers are simple not exposed to enough L2 print (through reading) to build

fluent processing or to build recognition of a large body of vocabulary (Koda,

1996; Lundberg, 1999). These differences between L1 and L2 reading situations

are significant because L1 readers spend years building up the amount of

17

exposure to print needed to develop fluency and automaticy which is often not

the case of L2 students (Grabe, Stoller, 2002).

Teachers working with L2 learners need to vary the form of classroom

interaction (Clegg, 2007). Reading instruction in L1 context has been a source of

many instructional innovations that have not yet been explored extensively in L2

contexts, either at the level of research or at the level of practical implementation

(Grabe, Stoller, 2002). What is undeniable, however, is that to strengthen their

reading skills, in particular, direct vocabulary instruction is needed in order to

develop enough vocabulary knowledge to succeed academically in future years,

but also in their students education. Even if many L2 students never become

fluent L2 readers, they can be taught in ways that lead them in the right direction

and help them make as much progress as possible (Grabe, Stoller, 2002).

Direct Vocabulary Instruction

Although Krashen, CLIL, and CORI all promote indirect language learning,

research has made the case for the effectiveness of some direct vocabulary

instruction especially with L2 readers. In this millennium, educators are becoming

increasingly aware of the benefits of a structured vocabulary curriculum. Thomas

Gunning author of Creating Literacy Instruction for All Children calls a planned

program of direct vocabulary development “highly advisable,” and he suggests

that a certain amount of time be set aside each week for direct vocabulary

instruction: “A planned approach ensures that vocabulary instruction is given the

attention it deserves.” Marzano (2001) stated that “direct instruction on words

that are critical to new content produces the most powerful leaning. Children

18

learn many words through listening and speaking, but the next step in vocabulary

development is learning words through reading. Research has established that

even though children learn many words incidentally, they also need and profit

from the direct teaching of vocabulary (Curtis, 1987; Petty, Herold and Stoll,

1968). Vocabulary has long been recognized as a strong determinant of reading

success (Biemiller, 2001). Marzano (2004) suggests that these specific terms

can be best taught through direct vocabulary instruction. In addition, direct

vocabulary instruction is most effective when it targets academic terms that

students will encounter in their reading material.

There is much literature concerning the benefits of direct and strategy

teaching in vocabulary learning with L1 students, but not as many for L2. Studies

conducted by Gallo-Crail and Zerwekh (2003) indicate that using many strategies

simultaneously “enables students to become more effective in acquiring new

vocabulary words with different levels of difficulty.” (p. 2) Additionally, Gu and

Johnson’s (in Gallo-Crail and Zerwekh, 2003) 1996 study of vocabulary learning

strategies proved that “both direct and indirect approaches to vocabulary learning

can be useful.” (p. 4.)

The importance of vocabulary knowledge to school success, in general, and

reading comprehension, in particular, is widely documented ( e.g., Baker 1977;

Anderson & Nagy, 1991). The National Reading Panel (2000) concluded that

vocabulary development is a fundamental goal for students. The impact of low

vocabularies on reading comprehension only becomes apparent when the

comprehension of written material begins to exceed many children vocabulary

19

(Becker, 1977; Chall & Conard , 1991; Chall et al., 1990). Having a strong

vocabulary is of particular importance to students in that it contributes

significantly to achievement both in the subjects of their school curriculum and in

their personal life. Baker, Simmons, and Kameenui (1995) have called direct

vocabulary instruction “crucial to academic development”.

Researchers agree that although reading is indeed important; to achieve

deeper, richer level of lasting vocabulary understanding, direct vocabulary

instruction is more effective and more efficient that incidental vocabulary learning

(McKeown and Beck, 1988). In addition, direct vocabulary instruction is also an

avenue for better writing (Tompkins, 2003). Research shows that repeated

encounters with new words are essential if direct vocabulary instruction is to

have a measurable impact on reading comprehension (Stahl and Fairbanks,

1986; Mckeown, Beck, Omanson and Pople, 1985).

Increasing their word knowledge is a basic part of students’ learning process,

and the standards movement has raised the bar for all students, making direct

vocabulary instruction essential. Expectations are higher, and the curriculum is

more challenging (Wixson and Dutro, 1998). According to Kenneth Hodkinson,

the author of Wordly Wise 3000. “We have to stop thinking of vocabulary as a

supplemental activity. We must put it where it belongs at the very core of the

curriclulum (2002, p.4). Furthermore, the NRP reported that over 20,000 citations

were examined on the importance of teaching vocabulary and concluded that

“the larger the reader’s vocabulary (either oral or print) the easier it is to make

sense of the text” (p.13). In fact, research shows that reading is the single most

20

significant in the acquisition of new vocabulary (Anderson and Nagy, 1991;

Bauman and Kameenui, 1991).

Vocabulary can be a major factor that can limit reading comprehension

(Becker, 1997). Similar findings were reported by Baker (1977), Chall et al.

(1990), and Cunningham and Stanovich (1997). This view has been supported

by many studies that have reported strong correlations between vocabulary and

reading comprehension (Beck & McKeown, 1990). It is also important the

instruction of direct vocabulary of specific words before the students read a text,

this practice can help students both learn new words and comprehend the text

(Armbruster, Osborn, 2003). In short, simple vocabulary knowledge and word

identification skill account for almost the entire variance seen in reading

comprehension. Thus, there is evidence that vocabulary differences affect

comprehension, and that when the rate of vocabulary acquisition is increased,

gains in reading comprehension are also obtained. The reverse is also true; an

increase of reading practice can increase vocabulary and comprehension (Shany

& Biemiller, 1995; Cunningham & Stanovich, 1997; Stanovich & West, 1989).

However, none of these citations reported the importance of vocabulary

teaching for ESL. A study conducted by Wacek (2006) concluded that direct

vocabulary instruction provides statistically significant higher test scores when

compared to test score when direct vocabulary was not instructed. It can be

concluded that if it is of such impact and importance L1 to learn and enhance

their vocabulary skills, so it will be for the acquisition of a second language.

21

Chapter 3: Methodology

Purpose

The purpose of this instructional framework was to adapt a reading

instruction model: CORI to an ESL reading environment. The grades level

chosen for the development of this framework were 8th and 10th grades level of

Puerto Rico’s public school system.

Design

First, it was necessary to analyze the reading expectations of each grade

level according to the Department of Education of Puerto Rico English program’s

Content Standards and Grade-Level Expectations. At present, there are six

reading expectations for 8th graders. Students are expected to first, analyze the

text, establish purpose, identify author’s purpose and distinguish text feature to

enhance comprehension. Second, students are expected to apply context clues,

reference sources, and other vocabulary expansion strategies to assess word

meaning using prior knowledge to relate to new meaning; and to use prefixes,

suffixes, and root words to determine meaning of unfamiliar, multiple-meaning

and compound words. Learners are also expected to distinguish main from

supporting characters, to compare and contrasts characters traits, and to explain

setting in fiction and nonfiction and to distinguish between first and second

person point of view. Other expectations for this grade level include to sort and

organize relevant events, to state cause and effect, to make connections, to

predict and infer, to determine problem and solution and to draw conclusions in

narrative, expository, and persuasive texts. Students should also be able to

22

distinguish between fact and opinion in narrative and expository text, to state and

paraphrase main idea or topic and to determine important details as well as to

use elements of poetry to identify and interpret genre, imagery and symbolism.

In like manner, there are five reading expectations for 10th graders. The

first one is that students should be able to analyze context clues, to use

reference sources and other vocabulary expansion strategies to assess word

meaning and to determine the meaning of unfamiliar words using prior

knowledge to relate to new meaning. 10th graders should be able to analyze

character traits and setting and to classify point-of-view in fiction and nonfiction.

These learners are also expected to be able to organize and analyze plot, to

establish cause and effect, to make connections, predict and infer to draw

conclusions, to classify and analyze the conflict and resolution in a variety of

texts. The expectations document also includes the ability to distinguish between

fact and opinion to infer the main idea and to distinguish between relevant and

insignificant details in a variety of texts and to identify theme. Finally tenth

graders should be able to use elements of poetry and plays to analyze, interpret

and classify genre, imagery, figurative language, and symbolism.

Overall, the reading expectations for both 8th and 10th grade levels are for

students to use reading strategies, literary analysis, and critical thinking skills to

construct meaning and develop an understanding as well as an appreciation of a

variety of genres of both fiction and nonfiction (DEPR, 2007).

After analyzing the expectations document the CORI model was analyzed

in order to develop activities that would meet the Content Standards and Grade

23

Level Expectations of the DEPR. CORI is design to be worked on by phases.

The first phase is: to Observe and Personalize. This phase is about exploring

and developing personal interests, while bringing personal background

knowledge and/or experience about the topic into the learning process. Students

are encouraged to develop and express their personal interest in regards to the

theme. During and by the end of this phase students should have developed a

series of questions about what they will like to know or explore in regards to the

topic. The next phase, Searching and Retrieving, is about teaching students how

to find the answers for their own questions through reading. Students are

presented with a variety of possible resources and how to use each in order to

find their answers. An analysis of this phase showed that in order to complete

this phase, several of the skills mentioned in the grade level expectations are

needed, including to analyze the text, to establish purpose, to distinguish text

feature to enhance comprehension, to use reference sources, to use vocabulary

expansion strategies to assess word meaning, to distinguish between relevant

and insignificant details in a variety of texts and sort and organize relevant

events. Comprehending and Integrating, the third phase, allows students to

merge the information found from a variety of resources and organize it in a

coherent form. By doing so, students will have to detect important details,

compare texts information and summarize his/her findings, all skills specified in

the DEPR’s document. The fourth and final phase is, Communicating to Others.

During this phase, students will be able to express their new knowledge and

findings in a precise and convincingly manner.

24

Then, after analyzing the CORI model for its compatibility with the DEPR’s

Content Standards and Expectations, the specific needs for ESL readers in order

to adapt CORI to the reading expectations of the DEPR were determined.

Immediately, we decided that direct vocabulary instruction had to be included in

order for CORI to be effective for ESL learners. All in all, ESL learners need to

know the meaning of unfamiliar words in order to comprehend what they are

reading. Furthermore, scientific research states that students need direct

vocabulary instruction to enhance their knowledge of common vocabulary words

(learned indirectly) and comprehend what is being read (Ambruster, Lehr,

Osborn, 2003). A vocabulary instruction component as an ESL supporting skill

was added to the original CORI’s model in order to impact positively the ESL

student reading experience and language acquisition.

Because CORI is designed with a science inquiry approach, the next step

was to decide on a theme that will capture the attention and motivate ESL

students to perform. The DEPR’s Science program Content Standards and

Expectations document was studied. Both for intermediate (8th grade) and high

school (10th) levels, Environmental Sciences was required as a subject and the

overall objective of the environmental science curriculum for secondary level (7th

to 12th) was that the student be able to recognize that science is integrated,

inquisitive and as a result of the dynamics of nature (DEPR, 2007). Topics from

this area were selected and the conceptual theme natural resources and their

preservation was chosen because of their relation to a topic frequently

discussed: global warming. The concepts of: Water Resources and Trees were

25

selected and assigned to 8th and 10th grade respectively under no other

specification or guidelines given that they could both be worked within any grade

level by adjusting the levels of difficulties accordingly.

Modification of the CORI model to adapt it to ESL learners was the next

step. For each of CORI’s phases there is a reading instruction, science inquiry,

motivational support and reading-science integration section. To fulfill ESL

learner’s needs, a new section, ESL support, was added. The section was

accommodated before any other because ESL students need their direct

vocabulary instruction before being immersed in CORI’s other phases. If they

don’t understand their vocabulary none of the other sections and phases would

make sense, possibly affecting their motivation. Once students learned and

worked with the vocabulary they would be ready to work on the other sections.

After adapting CORI to ESL learners, the new design was named CORI + for

ESL learners. CORI + is adapted and ready to benefit ESL learners while

providing CORI concepts and specific ESL language skills.

The final step was the creation of a teachers guide to assist in the

implementation of the framework. Descriptions of each of CORI + for ESL

learner’s phases were included. It was organized so that teachers could read

and prepare themselves before implementing CORI+ for ESL learners in their

classrooms. Also, a complete and detailed CORI + for ESL learners chart, for

both 8th and 10th grade levels, on each of the themes which could be adapted by

the teacher according to the group’s specific learning needs or use it as it is

presented were included. The guide, as any other, was prepared to pique

26

teachers’ interest and originality in order to use and implement CORI+ for ESL

learners in their classrooms.

27

Chapter 4: Results

As a result of the research and the modifications made to the original

CORI model, the need for the creation of a teacher’s guide was presented.

Therefore, this chapter contains all the specifications for the teacher to be able to

implement the adapted CORI model for ESL learners.

The teacher’s guide includes descriptions of each of CORI+ for ESL

learner’s phases and is organized so that teachers can prepare themselves

before implementing CORI+ for ESL learners in their classrooms. Also, a

complete and detailed CORI+ for ESL learners curricular segments, for both 8th

and 10th grade levels, on each of the themes which could be adapted by the

teacher according to the group’s specific learning needs or use it as it is

presented were included.

Teachers Guide

The purpose of this guide is to assist teachers of ESL to implement CORI+

for ESL learner in their classroom. It explains and demonstrates CORI’s principle

of conceptual theme while connecting with science inquiry. Additionally, it

emphasizes on direct teaching for reading strategies, providing a section for ESL

support, motivational support and collaboration in order to succeed in the

implementation and effective results of the framework.

Through out this guide, you’ll notice the use of CORI’s principles in

multiple and various ways, yet the range of possibilities is infinite and ready to be

adapted. The overall goal is to engage students in reading and increase reading

comprehension skills as they gain both science concepts and ESL skills.

28

Phase 1-Observe and Personalize (approximately 2 weeks)

This stage involves teacher preparation of probably a week or two to

gather necessary materials to be utilized through out the phases. This is where

students will be able to explore, activate background knowledge and ignite their

curiosity about the topic; therefore, and because this CORI is adapted to ESL, it

is imperative to begin by discussing vocabulary. Direct vocabulary teaching is

essential for CORI to succeed. Students must understand the words and be able

to use them in order to produce. Materials, resources or information to pique

their interest in the topic must be ready and available. It is important to prepare

the classroom environment accordingly in relation to the concept using materials

such as posters, pictures, books, a series of texts of different genres and of all

possible life species related to the topic to be discussed. Also teachers must

guide students on how to record information, what is it that they should observe

and how to interpret the data collected. The observation and personalization

periods must be taken outside of the classroom. If possible, a field trip should be

arranged. However, even an around the school yard exploration and/or

community exploration will provide students the opportunity to experience the

theme in real life. Such activities allow students to not only become interested in

the topic, but to activate background knowledge and personalize their interests

by formulating specific questions. These questions formulated by the students

will guide the other CORI phases.

Phase 2- Search and Retrieve (approximately 1 week)

29

This phase is about conceptualization. Students will have the opportunity

to experience hands-on activities while acquiring ESL. First, follow up must be

given to the ESL support section and direct vocabulary instruction. If you notice

in the instructional plan samples, all the vocabulary words were introduced from

day one, however, students are working with them in small sections. During this

stage, they are to select some of those words (amount depends on total of

words, group size, etc.) and actually work on a specific activity with them. This

will keep their vocabulary knowledge “alive” as they move on from phase to

phase through out the framework. Next, students will begin a searching cycle

based on their own questions in regards to the topic for which is very important

for teachers to remember that it is the students’ questions that are being

investigated. Teachers must facilitate and guide students first, to narrow their

questions and then to search for the answers. The searching process must

include a variety of resources to expand their practice and knowledge of

retrieving information. Teachers should also guide students on how to record

important facts and/or details found as a result of their search. Teachers’ active

role will indeed maintain high motivational levels in students as they are

encouraged to keep “discovering” things about their topic while searching for

answers to their questions. The focus of the teacher in this phase is crucial.

You will not only teach how to search and retrieve information, but model it,

practice it, and serve as a coach through your own efforts.

Phase 3- Comprehend and Integrate (approximately 2 weeks)

30

To comprehend and integrate also involves conceptualization. Students

are processing the information they have found and their brains are acquiring the

new information. For ESL support, the use of games is recommended to

reinforce knowledge while motivating subconsciously. The focus of this phase is

for students to express their new knowledge in a cohesive and coherent form. It

is then the teachers’ role to help, not only with summarizing skills, but to organize

the information by the use of conceptual maps or other means appropriate for/or

according to the groups’ individual needs. As student’s gather their organized

data teachers’ should note their progress from what they knew previously to what

they have learned based on their own efforts of questioning, reading, searching,

retrieving, comprehending and organizing.

Phase 4- Communicating to Others

By the time students reach this stage they should be filling ready enough

to let others know what they had learned. This phase is considered the

application stage. Students are able to demonstrate what they had learned by

any method they feel most comfortable with. For the ESL support, students

should already recognize the vocabulary utilized through out the phases and be

ready to compose their own sentences out of their original context and placing

them in a different one. The possibilities should be diverse and flexible enough

that they can express their new knowledge in a personalized way. Some

methods could be the creation of posters, wall murals, writing books, acting

performances, among others. Again, it depends on the students and/or groups

individual needs the method that best fits individual learning styles to fulfill this

31

task. The teachers role in this phase is to help students in their preparations for

the presentations. The audience, for example fellow students, parents or

teachers (decided according to students’ comfortable level), will be allowed to

ask questions after the presentation, so the students (now the experts) should be

prepared to answer them. This phase of CORI is essential since it allows

students to develop a sense of ownership while expressing their thoughts about

what they have “discovered”.

Sample Instructional Plans

For each of CORI phases, examples of two plans are presented; one for eighth

and one for tenth grade levels. The duration of each of the plans is of

approximately eight (8) weeks. The time frame will vary according to each

group’s specific needs. Additionally, the instructional plan for each level is based

on a different concept to provide a better idea of the possibilities of working with

concepts. The concept of “Water” was selected for eighth grade and the concept

“The value of trees” for tenth grade level. Both concepts were selected as they fit

with both the goals and expectations of Puerto Rico’s Science and English

programs. Additionally, it is imperative to select a theme that the student will find

motivating, interesting and relevant. Both water and trees are relevant topics

nowadays due to environmental issues and of interest to all when provided with

multiple learning possibilities while acquiring ESL.

32

Observe and personalize

10th grade Value of trees

CORI-ESL phases Reading strategy instruction Science inquiry activities Motivational support Reading-science integrations

Explore (11 days)

ESL support Activating background knowledge

1-2 days

Observing 5 days

Interacting with Real World 1 day

Relating

2 days

Direct vocabulary instruction

Present

vocabulary words to be worked with through out

CORI phases.

Select five vocabulary words and

“think aloud” word meaning with a partner.

Write personal definitions next to each word in

vocabulary notebook.

Relate the information

students already know about trees

to information found in reading materials (stories

and/or other informational

texts).

Questioning

Ask questions about a tree’s function, basic

needs, life stages and their role in the community and compare

such with those of a human being.

Students will observe and

record information about trees and their local habitats

(observing around school yard and around their community).

Record and photograph the

different trees and its characteristics (texture, height, leaves shapes and/or forms,

colors, etc.) Also notice trees surrounding

living habitants, such as: animals, plants and/or birds.

Designing investigation

A hypothesis will be posed about the ecosystem of a

forest and will investigate the layers of a forest (composed of different sizes and types of

trees).

Guide students in noticing the types of trees during school yard observation.

Pique their curiosity by

identifying quantity, types, textures of trees, provoking

questions for further reading.

Student’s choosing

Students will choose three of their proposed questions to

discuss in class. In addition, class will be divided in

groups which will select a tree sub-theme to study.

Having read the African folk tale, “why monkeys

live in trees”, and observed a documentary

about trees and their functions in our

environment (dept. Of natural resources);

students will relate such information to what they

had gathered at their school yard and

community observation periods.

Compare and contrast

Student’s groups will prepare a Venn-diagram

sheet where they will present information on different types of trees

(each group will select two kinds of trees to work

with).

33

Search and retrieve

10th grade Value of trees

CORI-ESL phases Reading strategy instruction Science inquiry activities Motivational support Reading-science integrations

Conceptualization (6 days)

ESL support Searching 1-2 days

Collecting data 2 days

Expanding knowledge goals 1 day

Connecting interests 1 day

Direct vocabulary instruction

Verify personal

definition of vocabulary

words with a thesaurus.

Work with a partner to generate

analogies with the vocabulary

words.

Groups will gather information from multiple sources

to answer personal and

group questions about trees roles in the community

and in forests.

The classroom environment will be prepared with

resources to answer such questions.

Identify layers of trees by

observing pieces of different types of lumbers. Categorize trees according to where they

grow, how long it takes to grow, how old they grow.

identify layers of forest,

according to trees types and sizes, by observing several

forests pictures.

Read and research about

trees and its impact on forests; students will look for answers on their personal

and group’s questions.

Notice similarities between trees and forests observed

and studied during the field trip and those presented in the documentary and

literature read through the searching of information.

34

Comprehend and integrate

10th grade Value of trees

CORI-ESL phases Reading strategy instruction Science inquiry activities Motivational support Reading-science integrations

Conceptualization (10 days)

ESL support Summarizing 2 days

Representing data 3 days

Using interest texts 2 days

Contrasting domain learning 3 days

Direct vocabulary instruction

Select a deck of

cards to play “remember

me?”, vocabulary

game.

With a partner, each student will take turns select correct definition card

for each vocabulary card they’re playing. (based on the

“concentration” game).

Summarize

relevant information about trees to answer questions (both personal and of

group). The information will be presented using

index cards.

Organizing graphically

Use a conceptual map to present

the different types of trees studied. Present forests

ecosystems according to the

types of trees and where or in which forest they could

grow, emphasizing the

tree-forest relationship.

Create a histogram to show

the stages or life of a tree in a forest.

Organizing investigation

Create a poster wall of any

type of forest, illustrating the different types of trees and its function and importance in the environment, emphasizing the

importance of tree conservation.

Read and discuss poem: “trees”. Use, along other resources, to search and

find information about a tree of their choice.

Collaborating

Students from different

groups will exchange ideas and information in regards to the trees they had chosen to investigate. They will also exchange tips and sources

that helped them while searching for the

information.

Distinguish text and

science resources that help them learn about

botany and all its branches or that of their

interest.

Combining conceptual learning

Results from the trees

investigations (according to each group’s

investigation) will be merged and displayed as

whole.

35

Communicating to others

10th grade Value of trees

CORI-ESL phases Reading strategy instruction Science inquiry activities Motivational support Reading-science integrations

Application (7 days)

ESL support Communicating literacy 2-3 days

Communicating science Coordinating motivational support 1-2 days

Integrate reading and science 1-2 days

Direct vocabulary instruction

Select five vocabulary words and construct

different types of sentences

with each.

Present to an

audience (using any method of presentation-

panel presentation, commercial

presentation, act, etc.) The topic of

“value of trees” as a branch of botany

and the importance

conserving such. Discuss strategies

learned to complete this work for the benefit of those who have

not had the experience.

Share with the audience about

the scientific content and process learned through out

the project.

Prepare and present an

events chart and/or moments of curiosity while learning about the concept

of trees.

Select to write either a

journal or narrative essay to express thoughts of or about experiences while

working with and comparing what was

learned from sources and what was learned from hands on experiences.

36

Observe and personalize

8th grade Water resources of Puerto Rico

CORI-ESL phases Reading strategy instruction Science inquiry activities Motivational support Reading-science integrations

Explore (11 days)

ESL support Activating background knowledge

1-2 days

Observing 5 days

Interacting with real world 1 day

Relating

2 days

Direct vocabulary instruction

Present

vocabulary words to be worked with

through out cori phases.

Select five vocabulary words and

share with a partner possible word meanings

for each.

Look for and write definitions

next to each word in

vocabulary notebook.

Relate the information

students already know about water

to information found in reading materials (stories

and/or other informational

texts).

Questioning

Ask questions about water resources functions,

purposes and their role in the community and need for human

beings.

Activate previous knowledge and experiences into learning

process.

Observe and record information about water

resources in their communities.

Identify different types of bodies of water or water

resources in their communities.

Identify plants, animals and/or

other habitants observed in each body of water

environment.

Designing investigation

A hypothesis will be posed about water resources.

Support students in noticing the different bodies of water

in order to pique their curiosity for further reading.

Identify bodies of water, their

uses, cycles and habitats they noticed during observation period

provoking questions for further reading.

Student’s choosing

Students will choose three of their proposed questions to

discuss in class. In addition, class will be divided in

groups which will select a water sub-theme to study.

Having read the selection, “water”, by Helen Keller, students will relate the information provided to

what they had gathered at their community

observation periods.

Compare and contrast Student’s groups will

prepare a comparison chart where they will

present information on different types of water

resources (each group will select two kinds of water resources to work with).

37

Search and retrieve 8th grade

Water resources of Puerto Rico CORI-ESL phases Reading strategy instruction Science inquiry activities Motivational support Reading-science

integrations Conceptualization

(6 days) ESL support Searching

1-2 days collecting data

2 days Expanding knowledge

goals 1 day

Connecting interests 1 day

Direct vocabulary instruction

Use a

thesaurus to search for

synonyms of the vocabulary

words.

Work with a partner to

create a picture or drawing of

the vocabulary words meaning.

Groups will gather information from multiple sources

to answer personal and

group questions about water

resources and its role in the

community.

The classroom environment will be prepared a

variety of resources to answer such questions.

Identify the main water

resources available in Puerto Rico and categorize each by its function, purpose and/or

use.

Complete the water cycling chart (provided by teacher)

and determine the importance of each.

Expand goals from

conceptual theme to guide reading. Show mastery of

knowledge related to personal questions.

Expand reading and

researching to answer personal and group’s questions about water

resources.

Notice similarities between

community observation periods and data from

different resources related to bodies of water and the environment surrounding

each.

38

Comprehend and integrate 8th grade

Water resources of Puerto Rico CORI-ESL phases Reading strategy instruction Science inquiry activities Motivational support Reading-science

integrations Conceptualization

(10 days) ESL support Summarizing

2 days Representing data

3 days Using interest texts

2 days Contrasting domain

learning 3 days

Direct vocabulary instruction

Play bingo

game adapted for vocabulary

instruction.

Summarize the

context by identifying

relevant details of the text.

Organizing graphically

Use a graphic organizer to present the

different types of bodies of waters.

Present water ecosystems

according to the body resource

and its location, emphasizing the

water conservation

issue.

Summarize and detect

important details by Creating tables or charts to show the function of water

according to its source.

Organizing investigation

Make a poster of any type of water resource, illustrating its function in the environment

and the importance of conserving for such.

Read and discuss poem:

“April rain song” by Langston Hughes. Measure water fall

during the week. Use this information, along other resources, to search and find information about a water resource of their

choice.

Collaborating

Students from different groups will exchange ideas

and information in regards to bodies of water they had

chosen to investigate. They will also exchange tips and sources that helped them

while searching for the information.

Distinguish text and

science resources that help them learn about hydrology and all its

branches or that of their interest.

Combining conceptual learning

Results from the bodies of

water investigations (according to each group’s

investigation) will be merged and displayed as

whole.

39

Communicating to others

8th grade Water resources of Puerto Rico

CORI-ESL phases Reading strategy instruction Science inquiry activities Motivational support Reading-science integrations

Application (7 days)

ESL support Communicating literacy 2-3 days

Communicating science Coordinating motivational support 1-2 days

Integrate reading and science 1-2 days

Direct vocabulary instruction

Select the vocabulary

words of their choice and develop a

situation where they could be use in context.

Present to an

audience (using any method of presentation-

panel presentation, commercial

presentation, act, etc.) The topic of “water resources in Puerto Rico” as

a branch of hydrology and the

importance conserving such.

Discuss strategies learned to

complete this work for the benefit of those who have

not had the experience.

Share with the audience about

the scientific content and process learned through out

the project.

Prepare and present a collage to show events

and/or moments of curiosity during the learning process about conserving our water

resources. The collage will be displayed

during student’s presentations.

Select to write either a journal or narrative or

expository three paragraph composition to express their experiences

working with and comparing what they had learned from sources and

what they learned from hands on experiences.

40

A Final Note to Teachers

Working with CORI + for ESL learners may seem overwhelming like any

other new program or curriculum. However, as a dedicated ESL teacher, it is

worth the effort of preparing yourself and gathering all the materials needed to

implement this framework for the enjoyment and acquisition of ESL of your

students. They will acquire the language through a different experience; you will

acquire the eternal personal satisfaction of having realized a job well done!

41

Chapter 5: Analysis and Discussion

Analysis

The purpose of this research was to adapt the Concept-Orient Reading

Instruction (CORI) model created by Guthrie (1993) to the specific needs of ESL

readers. Our adapted instructional framework: CORI+ was extensive,

incorporating the characteristics presented in research on the difficulty of L2

learning in classrooms and the multiple phases of reading comprehension for L2

students. The resulting curricular design and accompanying teacher’s guide is

designed to create a classroom environment that supports students’

development as active, engaged readers. In addition, the CORI+ design is likely

to have multiple cognitive as well as motivational benefits for L2 students.

Finally, the CORI+ design, which integrates language learning and

scientific inquiry is aligned with the English and Science Program Expectations

established by the Puerto Rican Department of Education. With reading

instruction that incorporates both language and content, the design also hopes to

impact learning in both science and English.

Limitations

Because, there was no comparative material on the use of the CORI

concept with ESL students or research on its effectiveness with this population,

there is no assurance that the adaptations made to the original CORI model will

produce the desired results. All of the approaches and components in CORI+

promise to increase student’s motivation for learning, but there is no reported

data with which to compare results for L2 students.

42

In addition, the additional class preparation may dissuade some L2

teachers from implementing the design, since they must master science topics

before beginning with the CORI phases; however, teachers need to recognize

that language and science are not independent of each other, but directly

interwoven in the CORI+ model to maximize the L2 learning process.

The teacher’s guide was created to assist teachers in this aspect. Furthermore,

all certified teachers in Puerto Rico are required to possess adequate scientific

knowledge to pass the General Knowledge section of the certification exams, so

most are familiar with scientific inquiry and the basics of the scientific process.

Related to teacher preparation in scientific inquiry is the need for computer

literacy in order assist students in their search for and retrieval of a diverse texts

and activities. They must also be familiar with the basics of research design.

Finally, the possibility of field trips which form an essential part of the

original CORI model may be difficult to plan due to school policies and

restrictions, but alternatives are provided in the teacher’s guide, and the

possibility of out-of-school assignments for the observation phases are also an

option.

Conclusions

It is accurate to say that CORI can assist students in the process of

conceptual learning in L2 given the appropriate use of cognitive strategies for L2

reading comprehension in both literary and expository texts. The CORI+

framework can be adapted by teachers for use with the topic of their choice. In

addition, it provides for teachers’ exposure to and practice in motivational

43

strategies and activities for L2 students. Direct vocabulary instruction seems to

be the most valuable tool when teaching reading to L2 students, and teachers

need to assist students to reach adequate levels of vocabulary knowledge in

order for them to become life-long learners and readers.

Recommendations

This framework needs to be replicated in elementary levels and with other

science concepts. This should not be difficult, since the original CORI model was

designed primarily for elementary levels. Various methods of vocabulary

instruction should also be compared to determine which is the most effective.

CORI teachers should have a good command of the second language that is to

be the means of instruction and willing to acquire adequate knowledge of the

concept area to be taught. Extensive teacher training in the use of CORI+ in

addition to administrative support in the school is highly recommended and would

be very valuable during the course of the use of this reading instruction design.

44

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