This study examined the extended discourse used by two Deaf parents with their two Deaf children (ages two and four). The study was conducted using an in-depth examination of parental expressive use of American Sign Language, looking at the use of discourse and the features and contexts that offered the most opportunity for rich language interactions. Over forty participant exemplars and frequency counts highlight the ways academic language and extended discourse were utilized with their children. The data reveal key insights into parental language features and home contexts that may facilitate academic language in the early years. The participants' approaches to academic language modeling and facilitative language use provide an opportunity for future recommendations and directions for both research and early intervention practices.