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Recasting is a teaching strategy used in Pre-K to help children correct their language errors without interrupting the flow of their conversation. Instead of directly correcting the child, the teacher repeats the child's utterance back to them in a more grammatically correct and complete form.

How It Works

Recasting is a subtle form of correction. It acknowledges what the child said while providing a correct model for them to hear and absorb.

For example:

Child says: "Me goed to store."

Teacher says: "You went to the store."

The teacher doesn't stop the child to say, "Don't say 'goed'," or "The correct word is 'went'." Instead, the teacher simply rephrases the sentence correctly.

Why It's Effective

Recasting is a powerful tool in early childhood education because it:

Maintains Conversation: It keeps the dialogue going, which is crucial for building a child's confidence and encouraging them to keep talking.

Focuses on Meaning: The child's message is understood and validated, which is more important at this age than perfect grammar.

Provides a Correct Model: By hearing the correct form, the child's brain begins to recognize the patterns of the language, which helps with self-correction over time.

Recasting is a natural, low-pressure way for teachers to promote language development and improve a child's grammar and syntax.

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Recasting is a sophisticated form of modeling oral language. Instead of directly correcting a child with a "no" or "that's wrong," the teacher models the correct grammatical form in a natural way. This provides children with a correct linguistic example in a meaningful context without interrupting the conversation. This continuous modeling helps children internalize correct syntax and grammar over time. Recasting also contributes to giving feedback to learners by: Providing descriptive feedback: It doesn't just tell the child they were wrong; it shows them the correct way to say something. Expanding on a child's idea: By rephrasing the child's utterance in a more complete or complex way, the teacher is providing a model for more advanced language use.

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Recasting : Embracing a language-inclusive approach in English learning - Children’s Institute

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Recast(ing) is when a teacher repeats what a student says with more detailed language or correction. In this change idea, teachers can help promote verbal comprehension by using loose parts. While this approach can be used for all students, we see that it can be especially useful for emerging multilingual or emerging verbal students.

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Expanding/extending is a Pre-K oral language strategy where a teacher takes a child's short utterance and repeats it back to them, adding more information and detail. The goal is to build on the child's vocabulary and sentence structure.

This strategy is similar to recasting, but instead of just correcting an error, the teacher deliberately adds new words or concepts to enrich the child's statement.

How it Works

The teacher acts like a scaffold, helping the child build a more complex and detailed sentence. It validates the child's initial communication while providing a richer linguistic model.

Example of Expanding:

Child says: "Dog run."

Teacher expands: "The brown dog is running fast."

The teacher adds descriptive words like "brown" and "fast" to the child's original statement.

Why it's Effective

Expanding/extending is a powerful oral language strategy because it:

Promotes Vocabulary Growth: It introduces new words in a meaningful context.

Models Complex Syntax: It shows children how to form more detailed and complete sentences.

Builds on What the Child Already Knows: It starts with the child's own words and ideas, making the new information easier to absorb.

This technique is a natural way to foster language development, making learning feel like a conversation rather than a formal lesson.

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Expanding and extending is a primary strategy for modeling oral language. It's a key way teachers provide a constant stream of rich language to children. By taking a child's short phrase and building upon it, the teacher models correct syntax, introduces new vocabulary, and demonstrates how to form more complex sentences in a natural, conversational way. This strategy also supports conceptual development by helping children connect their own simple ideas to more elaborate and descriptive concepts. When a teacher adds more detail to a child's statement, they are enriching the child's understanding of a topic. For example, if a child says, "Ball fall," the teacher can expand, "Yes, the heavy, round ball fell quickly from the table." This helps the child grasp new concepts like weight ("heavy") and speed ("quickly") in a meaningful context.

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Conversations with Children! Questions that Spark Conversations and Deepen Understanding

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This is the first article in a series about asking questions that foster rich conversations. Visiting a variety of preschool settings, we'll consider the different types of questions teachers ask and listen to children's responses.

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In Pre-K, narration is the act of providing a running commentary or descriptive story about an activity, which helps develop a child's vocabulary and language comprehension. This is primarily done through two key strategies: self-talk and parallel talk.

Self-Talk

Self-talk is when a teacher verbalizes their own actions and thoughts as they are doing them. It's like thinking aloud. By modeling language in this way, the teacher provides a rich linguistic environment for children to hear and absorb new words and sentence structures.

Example: As a teacher is building a block tower, they might say, "I'm putting the big, square block on the bottom. Now I'll add a red, rectangular one on top. Look how tall the tower is getting!"

Parallel Talk

Parallel talk is when the teacher narrates the child's actions, even if the child isn't speaking. The teacher acts as a sports commentator for the child's play, describing what they see the child doing. This helps children connect actions to words and understand the language associated with their own experiences.

Example: As a child rolls a toy car, the teacher might say, "You're rolling the car forward. Now you're pushing it fast! It's going right under the table."

These two strategies are non-intrusive and highly effective. They expand a child's vocabulary, strengthen their sentence structure, and give them a model for their own future narration and storytelling.

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Narration directly supports conceptual development by helping children make connections and build their understanding of the world. Narration can be a form of high-quality feedback. Instead of just correcting a child, narration provides feedback that is: descriptive, expand on a child's idea which is a form of expanding/extending their language. Narration is, at its core, a form of modeling oral language. It provides a continuous stream of rich, descriptive language that children can absorb.

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1. Clearly describe the next steps and actions, like "Now we will put our blocks in the red bin"•

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1. Use storytelling: Narrate the activity, like a "gratitude walk" where students name things they are thankful for, or a "cooperation walk" where they help each other carry items.•

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Open-ended questions are a powerful strategy in Pre-K. They are questions that cannot be answered with a simple "yes," "no," or a single word, encouraging children to use more complex language and express their own ideas.

How They Work

Instead of asking a closed-ended question like, "Is that a red truck?", a teacher using an open-ended strategy might ask:

"What do you think will happen next?"

"Tell me about your drawing."

"How did you make that tower so tall?"

These questions invite children to elaborate, provide reasons, and use a wider range of vocabulary. This strategy is also known as "Wh- questions" (who, what, where, when, why, how).

Why They're Effective

Using open-ended questions promotes oral language development by:

Encouraging Elaboration: It pushes children to move beyond one-word answers and form complete sentences.

Stimulating Critical Thinking: Children have to think and reason to formulate their responses, connecting ideas and experiences.

Building Vocabulary: As children describe their thoughts, they practice using new words and sentence structures.

By using open-ended questions, teachers create a conversational environment where children are active participants in their own learning.

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Open-ended questions are a primary tool for promoting conceptual and analytical skill. Unlike "yes/no" or one-word answers, these questions push children to think more deeply. By asking "why," "how," or "what if," teachers encourage children to make connections, reason, and solve problems. For example, instead of asking, "Did you use glue?", a teacher might ask, "How did you get the paper to stick together?" This prompts the child to explain their process and articulate their understanding. Open-ended questions also serve as a form of high-quality feedback. When a child answers an open-ended question, the teacher can gain insight into their thought process. This allows the teacher to provide specific, responsive feedback that is tailored to the child's level of understanding. For example, if a child struggles to answer "Why do you think the block tower fell down?", the teacher can scaffold the conversation, providing hints that guide the child toward a more complete explanation. By asking questions that require more than a simple response, teachers model more complex language and sentence structures. This provides children with a model for how to form sentences, use different tenses, and express their thoughts with greater detail. This strategy is an essential part of modeling oral language and communication skills, as it naturally encourages back-and-forth conversation, which is critical for language acquisition.

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Frequent conversations in Pre-K are a foundational strategy for oral language development. They involve creating a classroom environment where students have multiple, regular opportunities to engage in meaningful dialogue with their teachers and peers. This goes beyond simple Q&A and focuses on back-and-forth exchanges.

How It Works

This strategy is not about structured lessons, but rather about integrating conversation naturally throughout the day. A teacher who uses frequent conversations will:

Engage in One-on-One Talk: They will get down to a child's level and talk with them during free play or mealtimes.

Encourage Peer-to-Peer Dialogue: They will create opportunities for children to talk to each other, like during dramatic play or partner activities.

Respond to Children's Cues: They will pay attention to what children are interested in and use those topics as a starting point for conversation.

Why It's Effective

Frequent conversations are crucial for oral language development because they provide:

Practice: Children get repeated chances to use and hear language in real-time.

Context: New vocabulary and sentence structures are introduced in a natural, relevant context.

Confidence: Children feel that their voices and ideas are valued, which encourages them to talk more.

This strategy helps move children from being passive listeners to active communicators, building the fluency and social skills necessary for future learning.

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We can ask students questions about what they are eating to start a conversation - asking specific questions about the senses they are using when they are eating their apple. Some examples of question you can ask are - What did you notice when you bit into the apple? What sound do you hear as you eat your apple? Where does the apple come from? What is your favorite fruit? Why is that your favorite? What can you make with that fruit? Have you ever eaten an apple pie? How do you think apple pie is made?

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By engaging in continuous back-and-forth dialogue, teachers provide a rich linguistic environment for children. This isn't just about asking questions; it's about active listening, responding, and extending a child's ideas. This consistent exposure to varied vocabulary, complex sentences, and proper grammar helps children internalize language in a natural, conversational context. When a teacher engages in genuine, frequent conversations with a child, it sends a clear message that the child is valued and their thoughts and feelings are important. This builds trust and a strong rapport between the teacher and child, creating a warm, respectful, and emotionally safe classroom environment.

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Teachers know that encouraging children to talk and listen improves their ability to communicate. But until now, they haven't had a way to accelerate the development of children's language skills that's aligned with the science of reading. This book gives time-strapped teachers a power tool: the "Strive-for-Five" conversation framework. These responsive conversations start with what children say and continue as the teacher listens and responds-with a goal of five conversation turns to stretch their talking and thinking.

Product details

Publisher: Scholastic, Inc.
ISBN13: 9781546113881
Format: Professional Book
Pages: 160
Grades: Pre-K - 1
Editorial Reviews
﻿"To become successful readers, young children need to engage in thoughtful conversations with adults. But most teachers don't get good training in making those conversations happen. This book is exactly what they need: a clear, practical guide to providing all children with the oral language practice that lays the foundation for their later reading comprehension." -Natalie Wexler, author of The Knowledge Gap: The Hidden Cause of America's Broken Education System-And How to Fix It.
About the Authors
Tricia A. Zucker, Ph.D., is an education researcher, former teacher, and mom of three girls who enjoys extended conversations. She is a Professor of Pediatrics and Co-Director of the Children's Learning Institute at University of Texas Health Science Center in Houston with the mission of increasing access to high-quality education opportunities and understanding of how early education opportunities determine later school and health outcomes. Dr. Zucker's research interests include early identification and prevention of reading disabilities, evidence-based curriculum and instruction, and aligned family- and school-based interventions. Her research focuses on children who are at-risk for learning disabilities. She has authored over 60 scholarly publications and routinely serves as a thought partner with teachers, schools, and organizations that want to improve learning outcomes for children. She has been recognized for her work with various awards from organizations such as the International Literacy Association as well as the highest honor the U.S. government bestows on early researchers, the Presidential Early Career Award for Scientists and Engineers (PECASE).

Sonia Cabell, Ph.D., is an associate professor of Reading Education in the School of Teacher Education and the Florida Center for Reading Research at Florida State University. Before receiving her Ph.D. at the University of Virginia, she worked as a second-grade teacher and literacy coach in Oklahoma and Virginia. Dr. Cabell's research focuses on early language and literacy instruction, with a particular interest in preventing reading difficulties in young children. She has authored over 70 publications, including peer-reviewed articles, books, book chapters, and literacy curricula. She is the lead editor of the Handbook on the Science of Early Literacy from Guilford Press, and co-authored Literacy Learning for Infants, Toddlers, and Preschoolers: Key Practices for Educators from the National Association for the Education of Young Children. In 2021, Dr. Cabell, with her colleague Dr. Tricia Zucker, was awarded International Literacy Association's Diane Lapp and James Flood Professional Collaborator Award. She has served as Principal Investigator or co-Principal Investigator on federally funded research projects, and has been an advisor or consultant for a variety of national organizations and state departments of education.

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Strive-for-Five Conversations: A Framework That Gets Kids Talking to A

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This book gives time-strapped teachers a power tool: the "Strive-for-Five" conversation framework. These responsive conversations start with what children say and continue as the teacher listens and responds-with a goal of five conversation turns to stretch their talking and thinking.