Language Modeling: Six Week Walkthrough and Planning Set

The full six week arc. Every episode first walkthrough tool for both roles, every episode planner, and planners already filled in so a teacher can see a strong episode before being asked to build one.

Lead Teachers are observed for a full episode: four or more back and forth exchanges. Associate and Assistant Teachers are observed for a connected exchange: two to three on the same child idea. Two roles, two fair bars, six weeks each.

Also includes the observer card, the all indicator reference card, and the episode planning scaffold sheet.

Episode first. ISA trains one unit of practice: the instructional episode. Same child idea, four or more back and forth exchanges, each adult move shaped by what the child just said, and the child's language observably different by the end. The research calls these sustained or extended exchanges. Strategies alone do not move Instructional Support, because a teacher can ask a strong question and stop.

How this lines up with CLASS. ISA names three indicators inside CLASS Language Modeling so a leader can teach and observe one at a time. Foundational Language is parallel talk, self talk, repetition, and recasting. Expanded Language is extensions, back and forth conversation, and contingent follow ups. Conceptual Language is advanced vocabulary, precise language, and explanations in context.

One hundred documents, English and Spanish. Every tool comes twice: a print ready PDF that holds its layout on any printer, and an editable Word version so you can add your logo or line the look-fors up with the framework your program already uses. Ten to twelve minutes per observation.

This covers one of the three CLASS Instructional Support dimensions. The other two are sold separately. Licensed to one site, up to five named observers. District or network use requires a district license.

Includes the ISA Episode Detector through June 30, 2027. Your access code is in the download.

Paste a transcript of any adult and child interaction into the tool and it tells you whether the interaction met all four parts of the ISA episode definition, which growth strand it belongs to, and which indicator it demonstrates. It quotes the transcript back to you for every judgment it makes, so you can argue with it.

Three ways it works with this set.

1. Check the plan. A teacher writes an episode on the episode planner. Run the planned exchange through the detector before it is taught, and find out whether what they designed is actually an episode while there is still time to change it.

2. Check the walkthrough. After a ten minute walkthrough, the leader types in the exchange captured on the episode log. Find out whether it cleared the bar before naming it in a coaching conversation.

3. Check the moment nobody planned. A teacher has an exchange with a child that was not on anyone's plan. Run it. This is where teachers find out they are already doing the thing, which changes how they hear every coaching conversation after it.

It is a thought partner, not a scorer. It is almost always right when an interaction is clearly an episode or clearly not one, and the edge cases are exactly where your team's judgment should be doing the work. Never use it for evaluation or accountability purposes.