Staff Writer
LIMESTONE — Students and teachers of the Limestone Community School were wowed on Feb. 24, when students, staff, and faculty were wearing words on their shirts during a Wednesday event promoting literacy.
The event, which had kids literally leaping out of their seats to answer questions and participate in contests, was formulated after literacy teacher Renee Parente noticed that most students had no idea what their shirts said for the simple reason that they’d never read them.
“Kids come in all the time with these shirts and clothing that have words all over them … and I’ve noticed through my interaction with the kids that many of them have never even bothered to read the words,” Parente said. “One of the ways to push literacy is not just reading books, but reading anything around that has words, like a lunch menu in the cafeteria,” she said, describing how the concept of the event was that words are everywhere.
The idea picked up momentum once the LCS teachers heard about it, getting on board with the idea to make “We’re Wearing Words on Wednesday” a wonderful event. Parente, Title I reading teacher Jennifer Poitras, and literacy specialist Cindy Edgecomb became so engrossed in the event that “W” alliteration became an entertaining part of their event-planning day.
Aside from being tremendously entertaining for all parties involved, the goal of the event was to help students have fun with reading and literacy and to encourage phonological awareness, which is the awareness of the sound system of the language and is critical to reading.
Aroostook Republican photo/Natalie Bazinet
It was hard to determine which students had the best combination of words on their shirts, and the word judges had to use their “W” wisdom to determine which students were at the top of each category. The judges were, from left, front row: Limestone student Adam Williams and parent volunteer Linda Harvy. Back row: Assistant Superintendent Lois Brewer, Limestone Principal Leland Caron, and Education Tech Wendy Bencivenga.
In addition to promoting fun and phonological awareness, activities also placed emphases on reading, language and thinking.
One activity, for instance, asked for kindergarten and first-grade students to name words starting with “W.” Second- and third-grade students, conversely, were asked to think of words that end in “W,” which is no easy task. If words ending with “W” don’t pop into your head immediately, don’t worry: “Once you get going, you think of them,” Parente said. “It’s hard, but very good for your brain.”
Another activity focused on homophones — words that sound the same but are different in meaning and/or spelling — that start with “W” such as weak/week or witch/which.
“As the teachers have increased the focus on literacy skill development, we have in fact seen a very positive effect on students and the other things and not only are kids becoming much better readers, but they’re developing a love of reading,” Parente said.
