QC Family Focus: November 2015

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TURKISH SALAD! Ela Ersan, Hopewell Elementary, 6th Grade, QC Family Focus My mom is always asked to bring her Turkish Salad to family events, so I thought I’d share her recipe with you all in case you’d like to try it over the holidays! Regarding the ingredients: My mom never measures anything when she makes the salad, so I was guessing at a few of these, but she said I was pretty close. 8 to 10 ripe tomatoes About a dozen small cucumbers 1 red onion 1-1/2 cup fresh parsley (chopped fine) 1/2 cup pure virgin olive oil Three whole lemons or about 1/2 cup lemon juice 2 red peppers Fresh dill or dill seasoning 1 to 1-1/2 cup feta cheese Procedure (super easy!): Dice the tomatoes, cucumbers, red onion and red peppers into small pieces. Add the fresh chopped parsley. Mix in the feta cheese. Add in oil and lemon (be sure to taste the salad, as some people like it more lemony than others). The mixture should be moist but not dripping wet. Be sure to continually taste the salad, because some feta cheese is stronger than others. Mix the salad well, put it in a decorative bowl, and top it with dill seasoning! This salad is very pretty and many people love it. You can also make these changes to it, if you would like: If you don’t like feta cheese, try shredded Parmesan. If you don’t have pure virgin olive oil or lemon, you can try Italian dressing with an oil base. If you want to add some protein, try white beans, grilled chicken, steak or shrimp. This salad also makes an excellent topping for gyros or tacos! I hope you enjoy this family recipe. It’s my all-time favorite salad, and it’s really good with warm or toasted pita bread, brushed with olive oil and herbs. This colorful salad will add extra flair to your holiday table! 10 November 2015 - QC Family Focus From Cricut® craft cartridges to preloaded Playaway® Launchpad learning tablets, you’ll find plenty to check out at Rock Island Public Libraries. Even a cake pan! Explore our collections of books and more at Rock Island Public Libraries. 309-732-READ www.rockislandlibrary.org Cricut cartridges at Rock Island 30/31 & Southwest Branches. Playway Launchpads at Rock Island Main, 30/31 and Southwest Branches.
Brenda Boleyn, Ph.D. & Barbara Wiese, Ph.D. Professors in the School of Education at St. Ambrose University The benefits of reading with children emerge very early in life. To start, the act of sharing books with someone they love helps infants and toddlers learn to love reading, too! It also helps them learn new words, as well as the form of language used in writing—book language is more formal than spoken language. Reading encourages them to explore new ideas and think about things they may not have experienced yet. It helps them understand that pictures and print are symbols and represent or stand for something, and they also come to understand why people read, what they read, and how books work. Let’s talk first about the word, “reading.” What does reading with an infant or toddler look like? What does it sound like? We know it is a totally different experience from how adults or school-age children read. Appropriate reading behaviors when talking about infants and toddlers might include: chewing books, opening and closing a book repeatedly, treating books as toys, imitating an action in a picture they see, or repeating a word they hear the adult read. Reading does NOT generally mean the infant or toddler quietly and attentively listens while sitting still in one spot for 30 minutes, or that every word on every page gets read (State of Iowa, Department of Education, Every Child Reads, 2005). Let’s think next about the second word in our title— “with.” It is important to think of reading as an activity you do WITH young children, rather than TO young children. Sharing a book is like having a conversation. A strategy you can use to facilitate a discussion around a book with a very young child is the CAR strategy—C stands for comment. There are several kinds of comments you can make. You can point at what your child is looking at and name it, describe the picture your child is looking at, or connect the picture or story to something familiar in the child’s life. A stands for ask questions. When you ask questions, you want to limit your questions to one at a time, keep them short and simple, and use words you think your child already understands. Finally, R stands for respond, and add a little more information. For instance, if you are reading to your child and you notice her getting excited when looking at the kitten in the picture, you would do more than point and say, “kitty.” Instead you might say, “Yes, that is a kitty! He’s sitting under the table.” Reading with Infants and Toddlers Other helpful suggestions to encourage your infant/ toddler to listen and respond to the books you share include: reading with enthusiasm, using different voices for different characters, varying the loudness of your voice and the speed with which you read, making the sounds of things you are reading about—encouraging your child to do the same, and using different facial expressions and gestures—again, encouraging your child to do the same (State of Iowa, Department of Education Early Childhood Services Bureau, 2009). The strategies we’ve discussed for sharing books will be far more successful if you start with the right kind of books. Following are some guidelines taken from Tips for Choosing Books for Babies and Toddlers (2011), found on the ZerotoThree.org website. This website is a wonderful resource on a variety of topics regarding children from birth to age three. Infants 0-6 months: ● Books with simple, large pictures or designs with bright colors. ● Stiff cardboard, “chunky” books, or fold-out books that can be propped up in the crib. ● Cloth and soft vinyl books with simple pictures of people or familiar objects that can go in the bath or get washed. Infants 6-12 months: ● Board books with photos of other babies. ● Brightly colored “chunky” board books. ● Books with photos of familiar objects like balls and blankets. ● Books with sturdy pages that can be propped up or spread out in the crib or on a blanket. ● Plastic/vinyl books for bath time. ● Washable cloth books to cuddle and mouth. ● Small plastic photo albums of family and friends. Toddlers 12-24 months: ● Sturdy board books that they can carry. ● Books with photos of children doing familiar things like sleeping or playing. ● Goodnight books for bedtime. ● Books with only a few words on each page. ● Books with simple rhymes or predictable text. Toddlers 2-3 years: ● Books that tell simple stories. ● Simple rhyming books that they can memorize. ● Books about counting, the alphabet, shapes, or sizes. ● Animal books, vehicle books, books about playtime. ● Books with their favorite TV characters inside. Research has found that children who are read with often from an early age usually enter school with more advanced language and better listening skills than those who have not had the same experience (Greenberg, J., Parrish, H., and James, C., 2008). They also have an easier time learning to read independently when they begin school (Newman, S. B., 2002). If your child is one week, one month, one year old, or older, read with him/her. It is never too early (or late!) to start! QC Family Focus - November 2015 11
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QC Family Focus: November 2015

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