Then we read it again. The next day, I brought out the book and asked the students to retell what they remembered about the story. I read the story a third time, then invited the children to join me and read it once more. A theme running through this discussion relates to the issue of time. Repeated storybook readings take time.
Teachers often feel pressure to move too quickly in order to meet the demands of the curriculum.
Yet children need time to absorb, process and notice elements of books. They need to spend time looking at and reading books as well as to make connections between ASL and English print. Teachers need to give the children time to respond to the stories, to ask their questions. Once the children have asked questions, the time spent in answering the questions, expanding on the ideas or clearing up misconceptions could be some of the most valuable moments of the school day. On the third day, the students and I read the story together.