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Instructional Strategy

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INSTRUCTIONAL STRATEGY

Language Domain +1 Matrix

Grade:

K-2, 3-5, 6-8, 9-12, UNIV

Type:

Develop Language (MLL)
/ Acquire Vocabulary
< 20

Minutes

When:

Before, during, and after reading

Materials:

Language Domain +1 Planning Matrix, writing utensil
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Description

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© accogliente/stock.adobe.com
Language Domain +1 Matrix is an instructional strategy that deliberately embeds language acquisition support throughout lessons. This systematic approach ensures the planning of specific supports for receptive (reading, listening, observing) and productive (speaking, writing, reproducing) language skills during instruction. The strategy helps identify key academic vocabulary, create multiple access points for content comprehension, and design structured opportunities for language practice. Intentionally planning these supports in advance creates an environment where language learners can meaningfully engage with content while developing their language proficiency in a scaffolded, supportive setting.
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Procedure

1
Before beginning planning, review the two Language Domain +1 Planning Matrix examples. One shows general use of a matrix, and the other is grade specific.
Beginning Proficiency: Minimal to limited comprehension; uses one- or two-word responses and basic expressions; relies heavily on gestures and visuals; requires significant scaffolding; may experience a silent period
Intermediate Proficiency: Good comprehension of social language; uses simple sentences with some errors; grows academic vocabulary; needs support with academic tasks; increases independence
Advanced Proficiency: Near-native fluency in both social and academic language; uses complex language structures; minimal language supports needed; can fully engage with grade-level content
2
Identify the upcoming lesson or unit content and target language proficiency level(s) that require language support planning. Use the blank Language Domain +1 Planning Matrix to begin your planning. (NOTE: While students may demonstrate different abilities across language domains, these general proficiency levels are intended to help guide planning for appropriate supports.)
Receptive
Reading (box 1): List what students need to read (vocabulary, text features, content). Then list needed supports (pre-teaching, glossaries, graphic organizers).
Listening (box 2): List what students need to hear (instructions, content, discussions). Then list needed supports (signal words, guides, note frames).
Observing (box 3): List what students need to see/watch (processes, concepts, relationships). Then list needed supports (diagrams, demonstrations, anchor charts).
Productive
Speaking (box 4): List what students need to say (vocabulary, explanations, discussions). Then list needed supports (sentence frames, prompts, protocols).
Writing (box 5): List what students need to write (responses, explanations, assignments). Then list needed supports (frames, word banks, models).
Reproducing (box 6): List how students will show understanding (diagrams, actions, models). Then list needed supports (templates, step-by-step guides, examples).
3
Review the completed matrix to ensure there are multiple entry points for content access and language practice across all domains.
4
Integrate the planned supports into your lesson activities, being mindful of when and how you will introduce each support.
5
Keep the matrix visible during lesson delivery to implement planned supports consistently.
6
After the lesson, reflect on the most effective supports and note adjustments needed for future planning.
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Differentiation

Multiple Entry Points: Within each domain box on the Language Domain +1 Planning Matrix, include supports for different proficiency levels. For example, you can provide both basic and advanced sentence frames for speaking tasks or offer texts at various complexity levels for reading tasks. This tiered approach supports learners by ensuring all students can access content and participate meaningfully regardless of their current language proficiency level.
Multimodal Support: Incorporate visual, auditory, and kinesthetic supports across all domains. This might include gesture cards for vocabulary, audio recordings of texts, or movement-based activities for concept demonstration. This variety of modalities supports learners by addressing diverse learning preferences and providing multiple pathways to understanding and expressing knowledge.
Flexible Grouping: Plan for strategic student grouping within language domains, such as pairing students with complementary language strengths or creating heterogeneous small groups for collaborative tasks. This intentional grouping supports learners by creating opportunities for peer scaffolding and authentic language practice in a supportive environment.

Multilingual Learning Support

Beginning Proficiency: Include essential vocabulary, basic language functions, and heavy emphasis on visual supports and native language bridges for each domain in the matrix. Include explicit connections between content objectives and fundamental language needs, with concrete examples of mastery at this level. This addresses foundational language development while maintaining access to grade-level content.
Intermediate Proficiency: Ensure the matrix balances social and academic language demands, incorporating specific sentence frames and vocabulary supports for each domain. Include planned opportunities for structured peer interaction and language practice. This helps systematically build academic language while leveraging students’ social language skills.
Advanced Proficiency: Implement the strategy while providing targeted supports for grade-appropriate academic vocabulary used in analyzing language domains. For younger students, introduce foundational terms like listen, speak, read, and write. For older students, progress to more sophisticated terms like receptive, productive, and academic discourse. This developmental approach maintains rigor while offering appropriate language supports at each grade level.
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Variations

Digital Integration: Transform the matrix into a digital planning tool using spreadsheet software or planning apps. This allows for easy sharing, updating, and collaboration among teaching teams while maintaining the organization of support across domains.
Student Self-Assessment: Adapt the matrix for student use by creating a simplified version where students can track their own language development needs and preferences across the domains. This promotes metacognition and learner autonomy.
Content-Area Focus: Modifying the matrix can emphasize specific content-area language demands, such as mathematical discourse or scientific vocabulary. This helps plan targeted language supports for specific subject areas while maintaining attention to all language domains.
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