It was June. For the third year in a row, the cholesterol level was high.
Doctor doesn't want to prescribe actions. Doctor wants to prescribe statins.
That was no place for a prescription shy me.
So I searched around for a diet I could live with.
Paid big bucks to learn what 1200 calories on a plate looked like.
Learned to eat often. Learned to eat less.
Found I loved all those veggies. Found I could manage low fat.
Shopped with menu plans in hand. Realized that while fresh was best, frozen wouldn't rot.
Mastered the art of jar salads. Hell, I even started a trend.
Fifty-two pounds gone, and a few clothes sizes as well.
Six months later, time to figure out how to re-sculpt the sag.
Winter was harsh, shoveled mounds of snow.
Walked then ran on the treadmill until I couldn't stand.
One year later, I have come so far.
Logged near 700 miles. Lifted weights till I cried.
But, have maintained my weight loss. I have much less sag.
Cholesterol still elevated, but much less so. Triglycerides are really, really low.
Doctor still talking statins. Really? I don't think so.
Labels:
diet,
exercise,
statins
comments (0)
Labels:
Book Fiesta,
Dia mini grant,
ECRR2,
Joliet Public Library,
pigs,
preK storytime,
vocabulary
comments (0)
Theme: Wee Piggies
Skill Tip:
Introduce new vocabulary in
books to children before reading in context to their lives if possible to
increase comprehension.
Book
Introduction/Modeling skill:
Talk about the
following prior to reading A Pig is Big by
Douglas Florian:
street, neighborhood, city, state, country, continent,
world, universe
Additional theme related book (optional):
Pigs in the Mud in the middle of the rud by Lynn
Plourde
Tie-in song, rhyme, fingerplay and/or
large group activity:
Rhyme: This is big, big, big
This is big, big, big. (hold arms out wide)
This is small, small, small. (cup hands close together)
This is short, short, short. (hold hands close together, vertically)
This is tall, tall, tall. (spread hands apart vertically)
This is fast, fast, fast. (roll hands quickly)
This is slow, slow, slow. (roll hands slowly)
This is yes, yes, yes. (nod head yes)
This is no, no, no. (shake head
no)
Additional Book(s): Choose 2
If You Give a Pig a Pancake by Laura Numeroff
This Little Piggy’s Book of Manners by Kathryn
Madeline Allen
I Know a Wee Piggy
Or
Cornelius P. Mud Are You Ready for Bed? By Barney
Saltzberg
Ending Song: 10 Little Fingers
We
have ten little fingers,
We
hold them way up high.
We
have 10 little fingers,
And
now we wave goodbye.
Marching Band:
(Marching Band song on cassette tape)
Distribute instruments from bin. Have an empty bin at the end of the
route. March around the department with
instruments until the song ends.
Tie-in Activity
Pig snouts
Yarn
Crayons
Scissors
Tape
Booklist
Family Readers/ Lectores de Familia Book Club
Family Readers/ Lectores de Familia Book Club
Book Fiesta- El día de los niños/El día de los libros (Children’s Day/Book Day)
Create a “family of readers” wreath by drawing a picture of each family member and writing their favorite book title underneath the picture. All family members pictures get glued to the wreath form. Decorate with glitter glue, pipe cleaners, and miscellaneous baubles.
Sing and Play
Performance by Mount Carmel Folkloric Dancers
Participant dance lesson- Mexican Hat Dance
Talk
1. Where do you like to read?
2. Where is the silliest place that you ever read a book?
3. Do you have a lot of books at your house?
4. What is your favorite book?
Read
Book Fiesta! by Pat Mora
Write
Create a “family of readers” wreath by drawing a picture of each family member and writing their favorite book title underneath the picture. All family members pictures get glued to the wreath form. Decorate with glitter glue, pipe cleaners, and miscellaneous baubles.
Labels:
alphabetic principle,
Arbor Day,
bilingual,
Dia mini grant,
Earth Day,
ECRR2,
Joliet Public Library,
preschool storytime
comments (0)
Trees
April 22-25, 2013
Skill Tip:
Children appear to acquire letter knowledge in a sequence that begins with letter names, than letter shapes, and finally letter sounds. Knowing the names and sounds of letters helps children figure out how to say written words.
Children appear to acquire letter knowledge in a sequence that begins with letter names, than letter shapes, and finally letter sounds. Knowing the names and sounds of letters helps children figure out how to say written words.
Book
Introduction/Modeling skill:
The Alphabet Tree, by Leo Lionni:
A strong wind blows most of the letters off the alphabet tree and those
that remain hide among the branches. Then a bug and a caterpillar come along
and teach them how to arrange themselves into words and sentences to form a
special message. Let’s read the book and see what that special message is.
Additional theme related book (optional):
Our Tree Named Steve by Alan Zweibel
Tie-in song, rhyme, fingerplay and/or
large group activity:
Alphabet Song
The Alphabet Rock, CD Rocking Reading Readiness by Dr. Pam Schiller & RONNO
Additional Book(s):
Five Little Monkeys Sitting in a Tree by Eileen Christelow
A Tree is Nice by Janice May Udry
Redwoods by Jason Chin
Way Up High in a Tall Green Tree by Jan Peck
My Mama Earth by Susan B Katz
Tie-in Activity
ABC vest
Brown paper bag
Upper and Lowercase alphabets
Scissors
Tape or glue sticks
Cut open the front panel of the bag. Be
sure to cut down the middle.
Cut head opening in the bottom of the bag
which is facing up.
Cut arm openings in the sides of the bag.
Cuto
ut the uppercase letter strips and attach on each half of the cut open side of
the bag. They fit best in rows across the vest. That way children can read the
letters in order from left to right and top to bottom.
Lowercase letters should be matched to
uppercase and can be permanently attached or not attached to be reused for
further practice.
Encourage parent/child to discuss the
process of comparing and matching letters. For example, How are the letters
alike? How are they different? (uppercase B has two curves, lowercase b only
has one).
Source
Family Readers/Lectores de Familia Book Club
What Can You Do with a Paleta? by Carmen Tafolla
Talk and Read
Before reading ask, “By looking at the front cover of this book, can anyone tell me what it might be about? What is the little girl holding in her hand? Why do you think this food is important? What makes you think that?”
Read What Can You Do with a Paleta? by Carmen Tafolla
After reading check for understanding: “During what time of the year are Paleta’s specifically made available in Mexican communities?” What were some of the things the children did with a paleta?”
Sing and Play
I like peanut butter and jelly/Me gusta la mantequilla y jalea
tune: London Bridges
I like jelly on my bread, on my bread, on my bread. I like jelly on my bread. Bread and jelly!
Me gusta la mantequilla y jalea, la mantequilla y jalea, la mantequilla y jalea. Me gusta la mantequilla y jalea en pan blanco!
I like ice cream with my cake, with my cake, with my cake. I like ice cream with my cake. Cake and ice cream!
Me gusta helado y postre, helado y postre, helado y postre. Me gusta helado y postre para mi compleanos.
I like ketchup with my fries, with my fries, with my fries. I like ketchup with my fries. Fries and ketchup!
Me gusta hamburguesas y papas fritas, hamburguesas y papas fritas, hamburguesas y papas fritas. Me gusta hamburguesas y papas fritas en cualquier momento.
Smart Snack Alpha Pops 2 sets @16.99 (33.98) each DSS
Divide the families into two even numbered groups (supply staff as needed). Ask them to sit in a circle on the floor. Give each member of the group half a popsicle. One by one have them find the person with the other half. (Can be self-checked by color) Ask the pair to tell the group what letters- upper and lowercase- is on their popsicle.
Write
Materials
BioColor Paint BIOSET #13 @$50.49 DSS
Paintsicles 4 sets @ $5.99 (23.96) each DSS
white paper
craft stick
tape
crayons or markers
Using Biocolor paintsicles, create a paper paleta and invent your own make-believe flavor. Write the flavor on the back.
Treat the group to paletas! ($150)
Lectores de Familia Club del Libro
What Can you Do with a Paleta? Que Se Puede Hacer Con Una Paleta? por Carmen Tafoya
Hablar y Leer
Antes de leer el libro pregunte. Simplemente con mirar la cobertura de este libro, alguien me puede decir de que puede tratarse? Que tiene la ninita en su mano? Por que creen ustedes que esta comida es importante? Que te hace pensar eso?
Lea el libro What Can You Do With a Paleta? Que Se Puede Hacer Con Una Paleta? Por Carmen Tafoya.
Despues de leer el libro examine si los ninos comprendieron. “Durante que tiempo del ano, especificamente se venden las Paletas en las comunidades Mexicanas? Que fueron algunas de las cosas que los ninos hicieron con sus Paletas?
Canto y Juego
Me gusta la mantequilla y jalea, la mantequilla y jalea, la mantequilla y jalea.. Me gusta la mantequilla y jalea en pan blanco.
Me gusta helado y postre, helado y postre. helado y postre. Me gusta helado y postre para mi cumpleanos.
Me gusta hamburguesas y papas fritas, hamburguesas y papas fritas,hamburguesas y papas fritas.. Me gusta hamburguesas y papas fritas en cualquier momento.
Divida las familias en dos grupos del mismo tamano. (Con ayuda de personal.) Pida que se sienten en un circulo en el piso. De a cada miembro de los grupos la mitad de una paleta. Uno por uno pida que busquen la persona con la otra mitad (pueden usar el color como sena.) Pregunte al par de personas que letra mayuscula o minuscula hay en su paleta.
Escribir
Materiales
Pintapaletas
Pintura Biocolor
Papel Blanco
Palitos
Cinta adesiva
Creyones o marcadores
Usando las pinturas y papel, haga su propia Paleta e invente su propio sabor. Escriba el nombre del sabor en la parte de atras de la Paleta.
Labels:
bilingual,
busy fingers,
Dia mini grant 2013,
ECRR2,
fingerpaint,
Joliet Public Library,
nonfiction,
preK storytime,
preschool rhymes,
songs,
space,
vocabulary
comments (0)
Theme: Space Race
Skill Tip:
Good nonfiction helps build vocabulary. It also fosters critical thinking and information-gathering skills. Good nonfiction makes that real-world connection children need to grow and learn.
Good nonfiction helps build vocabulary. It also fosters critical thinking and information-gathering skills. Good nonfiction makes that real-world connection children need to grow and learn.
Book
Introduction/Modeling skill:
Eight
Days Gone by Linda McReynolds is an example of a
wonderful nonfiction, rhyming picture book. It tells the story of the first
landing on the moon in 1969. Show cover of book and say, “Today we will learn the basics about parts of the ship, the gear and equipment used by
the astronauts, and the history of NASA’s moon mission.”
Additional theme related book (optional):
Zoom, Rocket, Zoom! by Margaret Mayo
Tie-in song, rhyme, fingerplay and/or
large group activity:
Sung to: "itsy bitsy spider"
Climb aboard the spaceship,
We're going to the moon.
hurry and get ready,
We're going to blast off soon.
Put on your helmets
And buckle up real tight.
Here comes the countdown,
Let's count with all our might.
10-9-8-7-6-5-4-3-2-1---BLAST OFF!!
Once in space, sing Twinkle, Twinkle Little Star
Additional Book(s):
Mousetronaut by Astronaut Mark Kelly
Roaring Rockets by Tony Mitton and Ant Parker
Astro Bunnies by Christine Loomis
Tie-in Activity
Space Activity sheet
To make finger puppets:
Crayons
Scissors
tape
Source
Copycat, Jan/Feb 2003, p 43
Family Readers/Lectores de Familia
Tortillitas para Mama
Note: This is a book with bilingual songs and rhymes. Rather than read/sing through it, we will conduct a lapsit/circle time using bilingual songs and rhymes that library staff is familiar with. We will give JPL ring books to all adult participants to take home in addition to Tortillitas para Mama.
Hello Everybody/Hola Todos
Who is Here Today?/Quien esta Aqui
Head, Shoulders, Knees and Toes/Cabeza, Hombros, Rodillas y Dedos
This Little Piggie/Este Cerdito
The Baby Chicks/Los Pollitos
Itsy Bitsy Spider/la Arana Pequenita
Row Your Boat/Rema tu Bote
Twinkle twinkle/Brilla Brilla Estrellita
Chocolate/Chocolate
Popcorn
Ring Around the Rosie
Salt
Read Busy Fingers/Laboriosos deditos de las manos by C.W. Bowie
Note: This is not the take home book. However, I chose this one so the parents and kids can use busy fingers to fingerpaint;-)
The ability to tell a story is associated with reading comprehension and early literacy. Parents urge your children to tell stories or retell stories that they have heard.
Look at the paper with the hole in it. Begin by asking questions such as, "What do you think this hole represents?" (mud puddle, pond, cave, black hole in space, a shadow under the bed, etc) Once the hole has been identified as an object, ask more questions to create a story with a beginning, middle and ending. Encourage your child to paint the scene as you create the story. Use sponges and tools to help add details both to the picture and to the story. When finished ask your child to retell the story to you or a nearby friend.
Materials
Fingerpaint
fingerpaint paper
paint stamps, scrapers, sensa balls
scissors
wipes/paper towels
Snack: Cut fruit cups
Tortillitas para Mama
Nota: Este libro este libro de cantos y rimas es bilingue. En vez de leerlo y cantarlo conduciremos el programa al estilo Lapsit usando canciones y rimas que ya conocemos.
Regalaremos el libro hecho por la Biblioteca Publica de Joliet, ademas de el libro Tortillas para Mama a todo adulto participante.
Cuarta Semana (Estilo Lapsit)
Hola Todos/Hello Everyone
Quien Esta Aqui?/Who is Here Today?
Cabeza, Hombros, Rodillas, y Dedos/Head and Shoulders, Knees and Toes
Este Cerdito/This Little Piggie
Los Pollitos/The Baby Chicks
La Arana Pequenita/Itsy Bitsy Spider
Rema tu Bote?Row Your Boat
Brilla Brilla Estrellita/Twinkle, Twinkle Little Star
Chocolate/Chocolate
Palomitas de Maiz/Popcorn
Ring Around the Rosie/La Rueda
Arroz Con Pan (y sal) /Rice with Bread (and salt)*
Con los ninos y participantes en un circulo cantamos Arroz con Pan (tres veces.)
En la tercera vez un adulto dice Y SAL! Todos se sientan, quien no este sentado es eliminado.
*With all children and participants in a circle we all chant Rice with Bread (three times.) On the third time an adult will chant AND SALT! Everyone sits, whoever remains standing is out.
Leer: Laboriosos Deditos de las Manos/Busy Hands por. C.W. Bowie
Nota: Este no el el libro para regalar. Escogimos este libro para que los participantes, padres y ninos puedan ver y puedan pintar usando sus manos.
Materiales
Pinturas para pintar a mano
Papel para pintar a mano
Estampas para pintar
Raspadores
Pelotas Sensa
Tijeras
Toallitas mojadas
Papel Toalla
Antes de dar el papel a su nino/nina para que lo pinte, haga un agujero en donde sea en el papel. Ponga el pape enfrente de su nino/nina y hable de lo que el agujero pueda representar. Usando pintura y los utiles anime a su nino/nina a que expanda la idea alrededor del agujero.
Golosinas
Labels:
angel food cake,
green,
pineapple,
pizza
comments (0)
(Mostly) Green Pizza
I made two pizzas, but mixed 4 c chopped broccoli, 2 tbsp. water to nuke broccoli for about 3 minutes. Used about half the arugula for 2 pizzas and only 1/2 cup pesto for 2 pizzas. Doubled the red peppers. Mixed everything together and split between two Boboli Pizza Crusts- one original and one wheat. Topped with cheese and baked ~15 minutes @425 degrees. This recipe is worthy of repeating.
1 pound prepared pizza dough, preferably whole-wheat
2 cups chopped broccoli florets
1/4 cup water
5 ounces arugula ,any tough stems removed, chopped (about 6 cups)
Pinch of salt
Freshly ground pepper to taste
1/2 cup prepared pesto
1/4 c roasted red peppers, chopped
1 cup shredded part-skim mozzarella cheese
http://www.eatingwell.com/recipes/arugula_broccoli_pesto_pizza.html
Angel Food and Pineapple Cake
This recipe was floating around facebook at Easter. Since it was super easy, thought I'd give it a try. In addition to the pineapple, I drained and added a small jar of maraschino cherries. Also, I made it in a greased 11x13 glass baking dish. Added no fat whipped topping and ate while still warm. This was a very dense but tasty cake.
ingredients:
1 box angel food cake mix
20 ounces can crushed pineapple in juice
directions:
Combine cake mix, pineapple and juice. Mix together and transfer to an ungreased tube pan. Bake at 350 degrees F for 45 minutes.
http://www.cdkitchen.com/recipes/recs/29/Angel_Food_Cake_with_Pineapple36532.shtml
 |
| Sign-in table...could have probably used two. |
 |
| We had plenty of skillets/pans, but no juice to heat them. All outlets were on the same breaker. |
 |
| The crockpot was the only thing heating. Let them eat beans! |
 |
| Never got to use them. I guess we will have them for another project that doesn't require electricity. Besides, Marina showed the traditional way using only your hands. |
 |
| Bags of flour were sent home for parents and children to make tortillas. |
 |
| Not enough tables and chairs for the families that showed. We just kept adding them. Thanks to the dads, community partners and staff for their help with that. |
 |
| Well many ate beans and salsa, so it wasn't a complete wash. |
 |
| I love all these peeps. Feedback was so positive. |
 |
| The books- we had just enough!
All things and people considered, it was probably a blessing that there was no electricity. We would probably still be frying our tortillas. Shout out to Marina Moreno, Edgar G., Christine Sparks, Jump Start, Gloria Alvarez, Beverly Edmons, and Martha, Alexandria HB Head Start- the Best of the Best!
|
Labels:
2013,
counting,
Dia mini grant,
friendship,
hot chocolate,
Joliet Public Library,
library cards,
Marina Moreno,
mirrors,
portraits,
preschool storytime,
Spanish translation,
spring birthdays,
sweet bread
comments (0)
Happy Birthday!
April 8-11, 2013
Skill Tip:
Celebrate your children's birthday with a library visit and while you're there, get them their very own library card. Having a
library card gives children a sense of ownership, a sense of investment in
their reading choices. It’s a marker of participation and the gift that keeps on giving.
Book
Introduction/Modeling skill:
Pretend that it is
Jamberry’s birthday. Encourage kids to talk about birthdays. Read Don’t Spill
the Beans by Ian Schoenherr. When finished reading, ask the kids to sing Happy
Birthday to Jamberry. Give Jamberry his present (library card).
Additional theme related book (optional):
Birthday Mice by Bethany Roberts
Tie-in song, rhyme, fingerplay and/or
large group activity:
Ten Little Candles
Ten little candles on a birthday cake (hold up
10 fingers)
Wh! Wh! (Blow out those candles by lowering 2 fingers)
Now there are eight.
Eight little birthday candlesticks
Wh! Wh! (Blow out those candles by lowering 2 fingers)
Now there are six.
Six little candles and not one more
Wh! Wh! (Blow out those candles by lowering 2 fingers)
Now there are four.
Four little candles, white and blue
Wh! Wh! (Blow out those candles by lowering 2 fingers)
Now there are two.
Two little candles, we’re almost done
Wh! Wh! (Blow out those candles by lowering 2 fingers)
Now there are none.
Wh! Wh! (Blow out those candles by lowering 2 fingers)
Now there are eight.
Eight little birthday candlesticks
Wh! Wh! (Blow out those candles by lowering 2 fingers)
Now there are six.
Six little candles and not one more
Wh! Wh! (Blow out those candles by lowering 2 fingers)
Now there are four.
Four little candles, white and blue
Wh! Wh! (Blow out those candles by lowering 2 fingers)
Now there are two.
Two little candles, we’re almost done
Wh! Wh! (Blow out those candles by lowering 2 fingers)
Now there are none.
A Birthday for Cow! By Jan Thomas
Birthday Zoo by Deborah Lee Rose
Tie-in Activity
Cake Pattern
Crayons
Decorate the cake with triangles, squares, circles, and rectangles. Ask your child to count how many of each are on the cake. Write the number on the line provided.
Family Readers/ Lectores de Familia Book Club
Margaret and Margarita by Lynn Reiser
Read and Talk
With the parent and child sitting together, read Margaret and Margarita. After reading Margaret and Margarita, ask questions such as the following to engage the child and parent in a conversation about the book. What did Margaret and Margarita do to become friends? What do you do when you meet a boy or girl that you want for a friend? Will Margaret and Margarita be happy to go to the park on another day? Why? What was one special thing about each of the girls? Discuss with your child the friendship that was built between the two girls. How were they alike, and how were they different? Did they have a favorite toy? What is your child’s favorite toy? Does your child know someone that speaks another language? Talk about it if they do.
Sing and Play
I Am So Special
Tune: Where is Thumbkin?
I love John’s feet,
I love John’s feet,
Yes I do,
Yes I do,
Because they are so special,
Because they are so special,
Yes they are,
Yes they are.
Sing about other body parts – hands, elbows, knees, fingers, hair. Gently touch each body part as you sing.
Look in the Mirror
Tune: Frère Jacques
Look in the mirror,
Look in the mirror.
See something new,
See something new.
A very special nose,
A very special nose.
It’s part of you!
It’s part of you!
Hold a small mirror for your child to look into as you sing. Sing about other facial features – eyes, mouth, chin, eyebrows, forehead.
Mirror Play - Look at Me Mirror Kits (159.92) Pre-made if time permits
Say to the parent:
Looking in a mirror is a good way to help your child develop self-awareness and learn the names for body parts. Hold your child so that he/she can see him/herself in a mirror. Smile and say, “There’s (child’s name) and Mommy.” Make a happy face. Ask, “Do you see my happy face?” If child smiles, say, “Look at your happy face. Make a sad face.” Ask, “Do you see my sad face?” Try other expressions: silly, surprised, mad.
Ask older kids to really examine their faces. Have them describe the color of their eyes, the shape of their lips, the richness of their skin tones, the shapes of their noses.
Write
Use self-portrait kit as an artistic tool for kids too young to journal.
Parents will work with kids to partner up with “new Friends” and draw each other's faces. On the stand up portrait, there are tiny pin pricks to indicate the center of the eyes, the bottom of the nose and the middle ends of each side of the mouth. Suggested that you start with eyes, then nose, then mouth. Finish portraits by adding tissue strips as hair. What is your new friend's favorite color? Dye their hair for them. Take pictures of families with the finished portraits.
http://www.ssww.com/item/self-portrait-craft-kit-GP2065/cmc=SRCH/v=c3RhbmQgdXAgc2VsZi0gcG9ydHJhaXQ%2C/p=1/
Serve Hot Chocolate and Mexican Sweet Bread.
Con los padres y los ninos sentados juntos, lea Margaret y Margarita. Despues de leer, Margaret y Margarita haga preguntas las siguientes preguntas para envolucrar al nino/nina padres en una conversacion acerca del libro. Que hicieron Margaret y Margarita para hacerse amigas? Que haces tu cuando un nino/nina se acerca a ti por primera vez y quieres que sea tu amigo/amiga? Les gustaria a Margaret y Margarita ir a parque otro dia? Por que? Que de especial tenia cada nina? Discuta con su nino/nina la amistad entre las dos ninas. En que se parecian? En que eran diferentes? Tenia cada una un juguete favorito? Tienes tu un juguete favorito? Conoce su nino/nina alguien que hable otro idioma? Hable acerca de esto con el/ella, si conocen a alguien.
Cancion y Juego
Soy muy Especial
Me encantan mis pies
Me encantan mis pies
Si me encantan
Si me encantan
Porque soy muy especial
Porque soy muy especial
Si lo soy
Si lo soy
Cante acerca de otras partes del cuerpo--manos, codos, rodillas, dedos. cabello. Toque suavemente cada parte del cuerpo mientras canta.
Mirate en el Espejo
Mira en el espejo
Mira en el espejo
Ves algo nuevo
Ves algo nuevo
Una nariz muy especial
Una nariz muy especial
Es parte de ti!
Es parte de ti!
Ponga el espejo en frente del nino/nina para que se vea mientras canta. Siga cantando acerca de otras partes de la cara---ojos, boca, barbilla, cejas, frente,
Jugando con un espejo
Digale a los padres:Mirarse en un espejo es una buena forma de que su nina /nina este al tanto de si mismo/misma, y tambien aprenden a nombrar las partes de su cuerpo. Ponga a su nino/nina frente a un espejo de manera que ell/ellase vea en el. Sonria y diga “Aqui esta (nombre de nino/nina) y mami.” Haga un cara feliz y pregunte al nino/nina. “Ves mi cara feliz?” Si el nino/nina sonrie diga, “Haz tu una cara fleiz.” Haga un cara triste y pregunte. “Vez mi cara triste? Trate de hacer otras expresiones; sorprendida, enojado, etc.
Spanish translation by Marina Moreno
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