Running head: CURRICULUM AUDIT 1

Curriculum Audit, what is Necessary for the Language Development of English Language

Learners

Citlalli Nayeli Rodriguez Casillas

Department of Early Childhood, Multilingual, & Special Education

TESL 752

Suheyla Sarisahin

June 30, 2022

CURRICULUM AUDIT 2

Abstract

With the overwhelming selection of curriculum now offered to the district, it is important to

identify which components will benefit our students most. Clark County has a large population

of ELLs and therefor their needs should be prioritized when choosing a curriculum. Below I will

criteria that has proven to benefit their acquisition of English and help throughout the content

area. With the help of books, articles, and case studies I will judge whether or not my school’s

current math curriculum, Envision Math, is right for our student population or how I can modify

it to fit the needs of my students.

Keywords: EB Students, Mathematics, ESL

CURRICULUM AUDIT 3

Curriculum Audit, what is Necessary for the Language Development of English Language

Learners

Introduction

Math was not always taught the way it is now. Before it relied on a lot of memorization

of steps and then just expecting students to solve problems. Once common core was

implemented, we started shifting into asking “Why?”. “Why did you solve the problem that

way?” “Why does the equation work?” “Can you solve it any other way?”. These questions now

require more critical thinking and have an emphasis on explaining your thought process. The

way to explain your thinking is through language which is where our EB students struggle. They

may have the right ideas but not know how to explain them due to the lack of English. The same

happens when trying to teach the content, if a teacher is not having any visual aids,

manipulatives, guides, etc. the student will get lost in the teachers’ explanation and shit down.

Some other challenges a student might face are the practices we have in solving problems here in

the U.S. are not the same as the ones in their home country. For example, reading left to right,

different root languages have a higher advantage, standard algorithm is actually not so standard

because it varies, symbols for repeated decimals or negative numbers. To be able to teach

mathematics as well as language use, we are going to pay attention to how our curriculum

addresses the needs our students face. The articles below touch up on what can benefit the ELL

population at our schools.

Summary of Article 1

One of the Articles I viewed was “Mathematics, the Common Core, and Language:

Recommendations for Mathematics Instruction for ELs Aligned with the Common Core by Judit
CURRICULUM AUDIT 4

Moschkovich. This Article I found to be relevant because it works directly with common core

which is what my school is using and provided brief recommendation that are easy to follow.

Moschkovich puts an emphasis on treating language as a resource. It had the idea that instead of

focusing on linguistic skills or pronunciation we could be focusing on the students mathematical

reasoning. The focus should be if they are understanding the content and if they are able to

participate is discussions even if it’s through pictures or their home language. The article was

able to provide 5 recommendations based on the Common Core State Standard guidelines for

mathematics. One piece of advice it offered was getting the students to participate in

mathematical discourse (not always does this mean speaking but writing as well). It is difficult to

at first to understand what a student is saying specially if they are participating in their home

language but as we observe their discussions we can see if they are getting the concepts and use

that information to shape future lessons. Also, in order to help students, go beyond just seeing

word walls, teachers should use the math context as much as possible. The more exposure to

different media and uses of the language the easier it can be for students to apply. All in all,

instruction should blend everyday language and mathematical discourses and all students should

engage in different modalities to contribute to the class.

Summary of Article 2

For a second source I did not choose an article but instead a book called Supporting

English Language Learners in Math Class by Rusty Bresser, Kathy Melanese and Christine

Sphar. The book I am going to reference mostly is for grades 3-5 but I also got some ideas on

structuring my lesson plan from the grades 6-8 version. The book has the point of view that our

ELL are at bit of a disadvantage at the start of class. They are at a disadvantage because these

students not only have to learn English but also the content in math. In order to have equity in
CURRICULUM AUDIT 5

our classrooms we need to give the opportunity to be successful to our ELLs as those who are

native English speakers by providing extra support. First to identify what supports the students

may need we need to determine the linguistic demands so that we can teach both math and

English at the same time. Some of the supports that can aid a lesson is activating prior

knowledge, implementing sentence frames, having a vocabulary bank, using manipulatives, and

asking questions that elicit explanation. It is important that students feel free to talk and use their

home language. If they are using their home language or are not participating whole group,

flexible grouping will be needed, and partner talk is where students can come out of their shell.

After summarizing those and more techniques the book goes into several lessons that can help

with grades 3rd to 5th which can also be used as intervention tools if it’s too hard to apply during

our lesson or with the current curriculum.

Summary of Article 3

My third article was evidence of how focusing on new vocabulary words each day and

incorporating them into the lesson could show growth in both content and solving word

problems. The article name is Culturally and Linguistically Responsive Mathematics Instruction

for English Learners in Multitiered Support Systems: PLUSS Enhancements. The article

addressed that Els are falling behind native English native speakers and while they may be

learning some mathematics skills their lack of oral language may hinder how they solve word

problems. They believed using RTI to help emergent bilingual students can help them make up

ground for what they may be losing in class. With the help of feedback and the PLUSS

framework the students tested showed improvement. The PLUSS Framework refers to a model

of teaching: pre-teaching critical vocabulary, modeling language and creating opportunities for

practice, using graphic organizers, systematic explicit instruction and lastly strategic use of
CURRICULUM AUDIT 6

native language and teaching for transfer. The result of the case study yielded that prior to

implementing the PLUSS Framework students performed on a vocabulary acquisition test in a

range of 0-30% but at the end od he study the range changed to 80-100%. Lastly the students

themselves reported being more comfortable with the content that was retaught.

Critical Components to Support EB Needs

To address language acquisition in Mathematics, curricular units should address explicit

language instruction. Explicit language instruction refers to how the teacher is going to

incorporate modes of language into her lesson. Explicit language instruction should include

language objectives, WIDA standards, pre thought of assessments, incorporate vocabulary and

tools such as graphic organizers. Language objectives for example should have a goal for the

student to either read, write, listen, or speak. WIDA standards provide us with guidelines on how

we should be judging students’ performance of the language objectives based on their current

English proficiency. To facilitate learning of new vocabulary words students should be everyday

exposed to new terms and how to relate them to both academic and regular conversations. It does

not always have to be content vocabulary since EB are learning level 2 words as well. Lastly

when we insert strategic discussion questions, we can guide the learning of the students as well

which I will mention in the next paragraph on how big of a part discourse plays in the acquisition

on English.

To address the struggle Emergent Bilinguals face when trying to participate and explain

their reasoning in Mathematics, curricular units should include discourse components. Discourse

is important in the classroom because it’s a way to formatively assess what students know. Not

only that but students explaining their way thinking may inspire others to think differently or

build a stronger claim. Discourse components should include sentence frames, flexible grouping,
CURRICULUM AUDIT 7

modeled expectations, and use of their home language. Yes, I mentioned use of their home

language. Contrary to the belief that we should only immerse student s in English language,

allowing them to use their home language can build the confidence they need to participate more

in class. It can also still serve the cognitive demands of explaining the math. Letting students use

their home language might make them feel safe and welcomed. More on feeling like they belong

will be on the next paragraph.

To address ELLs feelings of isolation in the classroom, curricular units should consider

students backgrounds and culture. When trying to incorporate students’ backgrounds into lessons

they bring in diverse cultural traditions, help educate about acceptance, tolerance, and respect of

differences. Make the classroom a safe place. It is important to make the classroom feel like a

safe place because students learn through mistakes. If a student does not take risks into being

wrong, they are slowing down their learning of the second language. In order for them to make

mistakes they need to feel that their peers will listen to them without making fun of them. Also

making the lessons relevant to our ELLs can increase their interest and make it relatable. For

example, built the background knowledge and compare to their experiences when displaying a

word problem, this results in more engaged students.

Curriculum Audit

I have been working with Envision Math for over a year now and I am glad it was

implemented district wide. I can see why it was implanted since it comes with several language

supports. Some of its strengths are that it comes with a whole language handbook that provides

explicit instruction to have the students either reading, writing, listening or speaking. On top of

this each lesson also comes with a language standard and certain tools to implement it in the

teacher handbook. One drawback is that if a teacher does not seek out professional development
CURRICULUM AUDIT 8

on this curriculum you probably would not know about the handbook and so the tool would go to

waste. Another tool I had to find out how to use was the 3 Act Math component. There is a 3-Act

Math lesson every other unit. It is supposed to spark discussion and wonder among students as

they try to solve a problem presented by a short video. The problem was that normally teachers

are used to being provided with guided questions and instructions on how to get to the result. In

3-Act Math there is no guided way on how to do it. Once I went to a PD on it, I learned how to

structure my class so the students would not get frustrated by the lack of direction in this activity

and it results in a lot of discourse and engagement as the students discuss different ways to solve

the problem. One modification I might add is to have anchor charts on how to question a

problem and sentence frames on how to have good brainstorming discussions, so students have a

starting point. The 3-Act Problem and Share problems at the beginning of each lesson are real

life problems so most students can relate but if they don’t the teacher should preview beforehand

and brainstorm what ideas our new commers might not be so relatable to. Lastly this curriculum

has literally everything translated into Spanish. The videos, the games, the vocabulary flash

cards, independent practice, homework, and tests. It saves me time for students who are fluent in

Spanish and at least I can assess the content knowledge, I just wish it would be in other

languages. An adaptation I can do is survey my class for the languages needed and address the

key vocabulary terms for those students so they can still complete the activities.

Closing

No curriculum will be perfect. There is new information being developed on how to help

ELLs students every day. Yet it is good to keep in mind what will help our students so that we

can modify our own instruction as new curriculum comes out. We also can become advocates for

the students and let administrators know what key features to look for and help other teachers
CURRICULUM AUDIT 9

who may not know where to begin when teaching language and content at the same time. I am

confident that Envision Math is on the right track.

CURRICULUM AUDIT 10

References

Berry, R. Q., Charles, R. I., Champagne, Z., Wray, J. A., Fennell, F., Schielack, J. F., & Milou,
E. (2020). Envision mathematics. common core. Pearson.

Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium.
(2016). Can do Descriptors Grades 4-5- WIDA. WIDA - Can do Descriptors. Retrieved
July 1, 2022, from https://wida.wisc.edu/sites/default/files/resource/CanDo-KeyUses-Gr-4-
5.pdf

Ferlazzo, L., & Sypnieski, K. H. (2016). Navigating the common core with English language
learners: Practical strategies to develop higher-order thinking skills. John Wiley & Sons,
Incorporated.

Melanese, K., Chung, L. & Forbes, C. (2011). Supporting English Language Learners in math
class: Grades V 6– 8. Sausalito, CA: Math Solutions.

Moschkovich, J. (2012). Mathematics, the Common Core, and language: Recommendations for
mathematics instruction for ELs aligned with the Common Core. Commissioned Papers
on Language and Literacy Issues in the Common Core State Standards and Next
Generation Science Standards, 94, 17– 27.

Sanford, A. K., Pinkney, C. J., Brown, J. E., Elliott, C. G., Rotert, E. N., & Sennott, S. C. (2020).
Culturally and Linguistically Responsive Mathematics Instruction for English Learners
in Multitiered Support Systems: PLUSS Enhancements. Learning Disability Quarterly,
43(2), 101–114. https://doi.org/10.1177/0731948719836173

Sphar, C., Bresser, R., Melanese, K. (2008). Supporting English Language Learners in Math
Class, Grades 3-5. United States: Math Solutions.
 CURRICULUM AUDIT 11

Appendix
Curriculum Audit
Planning Template
Curriculum Audit

Research Question: What components of curricular design are effective in supporting EB students’ success in [5th Grade math]?

Content Area:

Step 1: List the challenges EB students face in your identified content area. Sources for this information include the background
information in the articles, Ferazo & Hill Chapters 7-9, and a search of the literature in the UNLV library.

What challenges do EB students face in the math/science/social studies classroom? Why?

Chapter 7- Mathematics – Wendy Jennings
 Latin root languages like Spanish have an advantage over Asian, middle eastern and African languages, especially in mathematics as Latin plays such an important role in
the subject.
 Direction in which text is read – students who read right to left or up to down might have difficulty with how American mathematics are taught.
 Example: Pemdas
 How numbers are written: Latin American countries use cross hatch on sevens and nines are written differently. Or negative numbers, repeating decimals,
 “Understanding the differences between US mathematics notations and the rest of the world is essential to predicting common misunderstandings that occur in an ell
anthemics class.

Ferlazzo, L., & Sypnieski, K. H. (2016). Navigating the common core with English language learners: Practical strategies to develop higher-order thinking skills. John
Wiley & Sons, Incorporated.

Language plans an important role in learning mathematics.

Specialized technical vocabulary and students can deepen their understanding of mathematics by using language to communicate.
ELL have the dual task of learning a second language and content simultaneously
Unknown, misunderstood vocab
Incomplete understanding of syntax and grammar, making word problems hard to understand with both past and present tense and irregular verbs.

Step 2: Identify all of the curricular component’s researchers attributed toward student achievement.

Article #1
APA 7 citation
Moschkovich, J. (2012). Mathematics, the Common Core, and language: Recommendations for mathematics instruction for ELs aligned with the Common Core. Commissioned
Papers on Language and Literacy Issues in the Common Core State Standards and Next Generation Science Standards, 94, 17– 27.

Component Characteristics

 Treating language as a resource – Connect  Don’t focus on low level linguistic skills, vocabulary, pronunciation.
Mathematical Content to Language  Introduce vocabulary in instructional context
 Instruction should provide opportunities for students  - Students can be expected to communicate their reasoning through multiple representations, engage
to actively use mathematical language to in productive pictorial, symbolic, oral and written group work with peers/teacher, explain and
communicate about and negotiate meaning for demonstrate their knowledge using emerging language. Lastly extract meaning from written
mathematical situations mathematical texts.
 Engage students in mathematical practices.  -focus on students mathematical reasoning not accuracy in using language
 Follow the following 4:  -focus on mathematical discourse practices and move away from simplified views of language
 1. Balancing conceptual understanding and  Instruction should move away from interpreting precision to mean using the precise word and instead
procedural fluency focus on how precision works in mathematical practices.
 2 maintaining high cognitive demand,  -recognize and support students to engage with complexity of language in math classrooms.
 3 developing beliefs that math should be useful in  Classroom assessments based on mathematical discussions needs to be evaluate content knowledge as
real life, distinct from fluency of expression in English
 4 engaging students in mathematical practices


Article #2
APA 7 citation
Melanese, K., Chung, L. & Forbes, C. (2011). Supporting English Language Learners in math class: Grades V 6– 8. Sausalito, CA: Math Solutions.

Sphar, C., Bresser, R., Melanese, K. (2008). Supporting English Language Learners in Math Class, Grades 3-5. United States: Math Solutions.

Component Characteristics
 CURRICULUM AUDIT 12

modifying a lesson for ELLs -8 steps: 1 identify a math goal 2 choose a language goal that serves the math goal. 3 determine key vocabulary 4
Equity in math design sentence frames according to proficiency levels 5 build opportunities for talk 7 design a writing prompt to conclude the
Explicit language instruction lesson 8 simplify the information using a lesson template
Intervention -communication is important but if instruction and modes of communication are in English ELLs don’t have equal access to
“Amplify rather than simplify the discussion unless we provide extra support
the role of language” Equity means that ELL deserve the opportunity to be successful as their peers who grew speaking English
Using student background -ignoring the role of student participation and communication in math lessons can lead to inequity
-reshapes way of thinking because language goes hand in hand with thinking
-language can acquired in a natural way through meaningful interactions, therefor we can incorporate formal and informal
language learning opportunities in the classroom
List of musts:
- Ell must interact directly and frequently with people who are experts of English which will mirror the natural process of language
- Systematic direct instruction for learning English with many opportunities to practice
- Frontloading English academic language in math
- Activate prior knowledge
- Reduce stress level
- Use sentence frames

Article #3
APA 7 citation
Sanford, A. K., Pinkney, C. J., Brown, J. E., Elliott, C. G., Rotert, E. N., & Sennott, S. C. (2020). Culturally and Linguistically Responsive Mathematics Instruction
for English Learners in Multitiered Support Systems: PLUSS Enhancements. Learning Disability Quarterly, 43(2), 101–114. https://doi.org/10.1177/0731948719836173

Component Characteristics

 talked about  Proof that explicit instruction, use of heuristics, student verbalization, using visual representation while solving
implementation of problems, the sequence and range of examples, and provision of feedback had the highest mean effect.
RTI to reduce  Mentioned students must understand technical terms, sub technical terms, symbolic terms, and general terms.
placement of Els in Polysemous words, homophones with everyday words and lastly adoption of informal terms.
special education.  First the need early explicit and intensive instruction in basic math concepts
 Second academic language is as important and should expanded
 Third EL’s need academic language supports to understand and solve word problems
 Also, the following is recommended: a) an intense focus on teaching academic vocabulary, b) systemic integration of
English language instruction into content-area teaching c) regular opportunities for students to develop written language
skills, and d) small group instruction
 PLUSS Framework: pre-teaching (critical vocabulary), language (modeling and opportunities for practice), using
(visuals and graphic organizers), systematic (explicit instructions) strategic (use of native language and teaching for
transfer)

Step 3: Identify 3 similar curricular components that repeat across at least 2 of the 3 articles. Connect these curricular components
back to supporting the challenges EB students face in your identified content area. Identify the characteristics of the curricular component that
make it effective for EB students.

Curricular How the Curricular Component Characteristics of Curricular Component

Component Addresses EB students’ needs

Discourse Allows them to learn from other allowing them to use their own language or a form of translanguaging
students and explain their way of thinking. sentence frames
modeling expectations for discussions
ask question to elicit explanations
nonverbal responses like thumbs up or down
language and math skills are considered when grouping students
utilizing partner talk

Using Students Makes learning relevant Activating prior knowledge -making inferences about meaning of words
Background They bring in diverse cultural Use native language as a resource
traditions, help educate about acceptance, Problems are in familiar context
tolerance and respect of differences
Reducing stress level

Explicit -Teaches new words and how to Language objectives

language instruction apply them Lesson includes WIDA standards
-scaffolds expectations Intervention at times
CURRICULUM AUDIT 13

- opportunities to learn both Vocabulary banks

English and content matter Wait times
Prompts are designed for different proficiency levels

Create statements about each of the critical components of the curriculum, how it addresses supporting EB needs, and (c)critical characteristics.

Sample Frame for Statements:

To address the struggle Emergent Bilinguals face when trying to participate and explain their reasoning in Mathematics, curricular units should
address/include discourse components. Discourse components should include sentence frames, flexible grouping, modeled expectations, and use of their
home language.

To address ELLs feelings of isolation in the classroom, curricular units should consider students backgrounds and culture. When trying to
incorporate students’ backgrounds into lessons they bring in diverse cultural traditions, help educate about acceptance, tolerance and respect of differences.
Make the classroom a safe place.

To address language acquisition in Mathematics, curricular units should address explicit language instruction. Explicit language instruction
should include language objectives, WIDA standards, pre thought of assessments, incorporate vocabulary and tools such as graphic organizers.

Step 4: Create your curriculum audit form. List the characteristics of the curricular components. Review your current curriculum.
Identify its strengths and weaknesses according to the characteristics you have identified. List ways you can adapt your current curriculum to
better align to the identified characteristics.

Curricular Strengths Weaknesses Adaptation

Component
Language support Every unit has language It’s in a whole separate Read language
opportunities in all fields book not in the teacher’s edition, handbook ahead of time and modify
hard to find, sometimes its related to any of the opportunities to fit the
practice problems we are not doing problems we are doing
Discourse moments Solve and share, guided Very little sentence Have anchor charts
practice how template questions frames provided, it would be nice showing language expectations and
pamphlets available at table groups
for students to use when explaining
their answers
Real life application solve and share is real 3 act math is not Needed to seek out PD
life application, 3 act math modeled much in the book on how to teach 3 act math
Use of home Everything from Not in any other Survey my classroom
language assessments to lesson recordings in language for possible languages I will need,
Spanish and have most materials available
for those students

Step 5: Write your critique in 5-7 pages.

I. Introduction
A. General Academic Achievement of EBs in the Specified Content Area
B. Challenges EB students face in the identified content area
C. Purpose of Critique
D. Advanced Organizer
II. Brief Summary of Article 1
III. Brief Summary of Article 2
IV. Brief Summary of Article 3
V. Similar Critical Components and How They Support EB Needs (Step 3)
A. Critical Component 1
1. Definition
2. Characteristics
3. How it supports
B. Critical Component 2
1. Definition
2. Characteristics
3. How it supports
VI. Curriculum Audit
A. Name of Curriculum
B. Strengths
C. Weaknesses
D. Adaptations
VII. Closing
VIII. References (not included in the 5–7-page limit)
IX. Appendix (not included in the 5–7-page limit)
A. Curriculum Audit Templat