Integrate oracy and literacy in meaningful activities rather than treating the four modes as separate¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The brief recommends lessons in which students read, write, listen, and speak to deepen mathematical practices, integrating oracy and literacy instead of treating the modes as separate domains. It cites writing individually before discussing as one integration example, and describes the Reading in Four Voices task where segmented fable readings support collective drawing and distance–time graph coordination.

Design Implications¶

Context¶

Requirements¶

• Activities must be well designed and well implemented to integrate and connect oracy and literacy

Constraints¶

Target Learners¶

• secondary English Learners

Target Learning Goals¶

• deepening mathematical practices through multimodal communication

Claims¶

• In the Reading in Four Voices task, students connected story values to a distance–time graph by engaging in both literacy and oracy [+W]

Related Strategies¶

• Language Experience Approach

Examples¶

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Key Sources¶

• Haiwen Chu, Monique Evans. (2025). Rethinking Language in Mathematics for English Learners: Connecting Theory, Research, and Practice. National Research and Development Center to Improve Education for Secondary English Learners at WestEd. https://eric.ed.gov/?id=ED674747