The paper examines aspects of language (morphology, syntax, and semology) as they relate to effective instruction in the area of language with deaf students. Pointed out are language factors to keep in mind when preparing instructional materials for the deaf, such as words with more than one meaning and other problems affecting comprehension of a sentence. Explained is the language grid developed by Project LIFE to be used in identifying levels of linguistic competency as used with certain vocabulary, to assist the teacher in preparing language materials to supplement those developed by Project LIFE and in evaluating materials for utilization in the reading and language program. The language grid helps the teacher identify linguistic structures which the student understands. The structural matrix plus the listed vocabulary and concept usage listing provides the teacher with tools to evaluate the reading and language operational level of the student. The grid represents the sequential development of language principles and sentence patterns in the first eight units of the LIFE programed language filmstrips. (KW)