This report details a literacy affordance framework for describing and connecting the ways in which teachers focus their students on the syntactic structures of reading, writing, speaking, and listening in mathematics. This framework is intended to serve as a critical access point for connecting and moving broader research in secondary mathematics teaching towards a sociolinguistic perspective. The framework is applied to a sample of teachers from two U.S. states to indicate ways in which these secondary mathematics teachers currently attend to such literacies in otherwise dialogically orientated lessons. Findings indicate the applicability of the framework as well as the opportunities and shortfalls in how such teachers currently attend to language in secondary mathematics. [For the complete proceedings, see ED630060.]