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Wordless Wednesday with Linky #WW

VacayCollage1 VacayCollage2

Another peek into our 1st Family Vacation!

Last Weeks:

A peek at our 1st Family Vacation!

4th of July Weekend

C+I Merchie Meet-Up

Summer

Sadie’s is 5

Summer Time Fun-Splash Pad

Not so Happy

Zoo Fun

Mother’s Day

El Paso Zoo

Vegas!

Dessert Easter

Our Lady of the Sierras

More Family Fun

Flag Football

Girl’s Movie Night

Just Us

My Little Girls

My Love

Target

Family Fun

Ezzie’s First

Night..Night

My Baby Playing

Too Cool

Places we have lived

Snack Time

Wiped Out

My Baby

Deserving Dad

Messiest Room Ever

Blue in the Face

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Getting Ready for Kindergarten-Skills to Master

Getting Ready for Kindergarten-Skills to Master

 

In the midst of the two really long post Getting Ready for Kindergarten-An Overview and Getting Ready for Kindergarten-Professionals weigh in on what a Kindergartner should know.  I thought it would be helpful to have a simple list of skills a child  needs. Simple here is italicized because if you know me-nothing I do can be quite simple, so rather I present you with a detailed list of skills, organized by content area, collected from the Arizona State Standards.

Don’t be alarmed as you read through you will began to notice your child is probably already doing many of these things, and keep in mind, I did not list all of the items this is just a snap shot of the items listed in the Arizona State Standards.

Social Emotional:

  1. Shows an awareness of similarities and differences between self and others. Says, “I am bigger than you.”
  2. Associates emotions with words, facial expressions and body language. Describes the emotions of a character in a book.
  3. Manages transitions, daily routines and unexpected events. Moves to the next activity independently.
  4. Separates from familiar adult with minimal distress. Continues to paint after acknowledging a family member’s arrival, or cries briefly or doesn’t cry when dropped off at school or child care provider’s home.
  5. Demonstrates positive ways to resolve conflict. Asks for a turn when they want a toy another child is playing with.
  6. Respects the rights and property of others. Walks around a block structure built by another child.

Language and Literacy:

  1. Actively engages in finger-plays, rhymes, chants, poems, conversations, and stories. Claps when prompted with, “If you’re happy and you know it, clap your hands.”
  2. Speaks clearly and understandably to express ideas, feelings and needs. Combines words into simple sentences – “Is it time to go home?” Or “More milk please.”
  3. With modeling and support, uses acceptable language and social rules including appropriate tone, volume and inflection to
    express ideas, feelings, and needs. With reminder, child uses inside voice when going into the classroom.
  4. With modeling and support, uses age-appropriate vocabulary across many topic areas and demonstrates a wide variety
    of words and their meanings with each area; e.g., world knowledge, names of body parts, feelings, colors, shapes,
    jobs, plants, animals and their habitats, and foods; words that describe: adjectives, verbs, and adverbs. Says, “Let me listen to your heart with a stethoscope.” while in dramatic play.
  5. Recognizes own written name and the written names of friends and family. Reads job chart naming his classmates.
  6. Understands a book has a title, author and/or illustrator. Makes a book and says, “My book is called My Mom and I’m the author.”
  7. With modeling and support, produces rhyming words. Child whose name is Joy, while playing, spontaneously says, “Joy, noy, boy, loy, toy.”
  8. With modeling and support, identifies and discriminates syllables in words. Claps each syllable of a name during a name game or name song. (Ben-ja-min = clap, clap, clap)
  9. Uses letter-sound knowledge identifying the sounds of a few letters and producing the correct sounds for as many as 10 letters, with modeling and support. While writing the child’s name, Taylor makes the “t” sound and then prints the letter.
  10. With prompting and support, identifies characters and major events in a story. Provides details about the characters and actions after listening to a story.
  11. With prompting and support, identifies events and details in the story and makes predictions. Predicts what happens next in a story.
  12. With modeling and support, retells or reenacts a story in sequence with pictures or props. Uses felt board to retell story of The Hungry Caterpillar.
  13. Uses a variety of writing tools, materials, and surfaces to create drawings or symbols. Draws or writes using pencils, letter stamps, markers, crayons, paint, and/or shaving cream on paper, cardboard, chalkboard, and/or dry erase board.
  14. With prompting and support, forms letters starting with large motor (sky writing, paint brush and water, sidewalk
    chalk) progressing to fine motor (paper and pencil). Writes letter-like forms on a page and says, “This is a note for my mommy.”

Mathematics: 

  1.  Counts out loud to 10. Sings counting songs.
  2. Identifies numerals one to 10. Names some numerals while child is reading a book.
  3. Counts a collection of up to 10 items using the last counting word to tell, “How many?” Counts out six eggs. When adult asks, “How many?” the child responds, “six.”
  4. Compares two sets of objects using terms such as more, fewer, or the same. Looks at friend’s blocks and says, “I have more blocks than you.”
  5. Demonstrates an understanding that adding increases the number of objects in a group. Adds one block to her pile of blocks and says, “Now I have more.”
  6. Demonstrates an understanding that taking away decreases the number of objects in a group. Participates in stories and rhymes involving subtraction; e.g., Five Little Monkeys.
  7. Recognizes patterns in the real world. Follows and remembers movements in familiar songs and rhymes.
  8. Creates simple patterns. Builds a road alternating long and short unit blocks.
  9. Sorts and classifies objects by one or more attributes (e.g., size, color, shape, texture, use). Picks all the books about bugs out of the library.
  10. Asks questions to gather information. Surveys the classroom asking, “Do you like chocolate milk or white milk?”
  11. Uses descriptive language to compare data in picture graphs or other concrete representations. Looks at picture graph of selected fruit and says, “A lot of kids like bananas.”
  12. Compares objects and uses terms such as longer-shorter, hotter-colder, and faster-slower. Says, “My car is going faster than yours.”
  13. Uses appropriate vocabulary to describe time and sequence related to daily routines. Says, “After snack, we go outside.”
  14. Describes the position or location of objects in relation to self or to other objects. Plays with a car on a road constructed out of blocks and says, “The car is on the road.”

Science: 

  1. Identifies attributes of objects, living things, and natural events in the environment. Notices bean seeds planted in clear bags have sprouted into plants with roots and a stem. Moves in the sunlight and realizes that her own shadow moves when she moves.
  2. Begins to describe the similarities, differences and relationships between objects, living things and natural events. Places a picture of a baby chick with a hen. Says, “Your rock is smooth and mine is rough.”
  3. Makes predictions and checks them through hands-on investigation with adult support. Predicts that the rock will sink when placed in water.
  4. Adjusts the experiment if results are different than expected and continues testing. Continues to mix different colors of paint to try to make purple.
  5. Identifies cause and effect relationships. Says, “It fell because I let go of the string” while using a pulley to hoist a bucket.
  6. Constructs explanation about investigations. Says, “Your plant died because you didn’t water it.”
  7. Displays and interprets data. Places all floating materials on one tray and all sinking items on another tray during a sink/float activity.
  8. Conducts further investigation based on prior experience and information gained. Says, “Next time I want to see what happens if I water the plant every day.”

Social Studies: 

  1. Identifies family members; e.g., mother, father, sister, brother, grandparents, cousins, etc. Draws a picture of her family.
  2. Identifies similarities and differences in their family composition and the families of others. Participates in a chart-making activity showing the number of siblings in each family.
  3. Shows knowledge of family members’ roles and responsibilities in the home. Says, “My big brother cleans up the kitchen after we eat.”
  4. Recognizes that places where people live are made up of individuals from different cultures and who speak
    different languages. Says, “Your uncle speaks Navajo.”
  5. Describes some characteristics (e.g., clothing, food, jobs) of the people in their community.Talks about the firefighter they met at their neighborhood fire station.
  6. Shows an understanding of how to care for the environment. Picks up trash outside and puts paper in the recycling container.
  7. Describes the purpose of rules. Reminds a classmate to use “walking feet” while in the classroom so he won’t be hurt.
  8. Describes some physical features of the environment in which the child lives; e.g., bodies of water, mountains,
    weather. Says, “There are a lot of mountains where I live.”
  9. Demonstrates an understanding of time in the context of daily experiences. Tells her mom that her friend was sick yesterday and not at school.
  10. Understands that events happened in the past and how these events relate to one’s self, family and community. Describes a family snow trip while reading The Snowy Day.

Gross & Fine Motor Development: 

  1. Moves with control (e.g., walks, runs, skips, jumps, gallops, hops). Runs during a game of tag, slowing and accelerating as needed to maneuver around equipment and people.
  2. Moves with coordination. Kicks, throws and catches a ball.
  3. Uses fingers, hands, and wrists to manipulate a variety of tools and materials, (e.g., crayons, markers, chalk,
    sponges, paint brushes, scissors, pencils, silverware). Tears paper into pieces to make a collage.
  4. Uses fine motor skills in daily living. Buttons, unbuttons, snaps, buckles, laces or ties shoe.

In the next post I will share my tips for an Easy Transition to Kindergarten and later my Top 5 things needed for Kindergarten as well as great resources.

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Getting Ready for Kindergarten-Professionals weigh in on what a Kindergartner should know.

Getting Ready for Kindergarten

 This is a heavy post, but I think it will hopefully help parents navigate what their child needs to know before kindergarten.

As an Early Childhood Major I had the wonderful experience of being in the classroom as part of my training. I was placed in a private school in a Pre-K setting, and in a public school,  in a Kindergarten classroom. I really wanted to share with you all-from a professional in the fields eyes what is expected of your child because being out of the classroom for 2 years now, I am feeling really anxious about kindergarten readiness. I can’t wait to ease your mind and help you prepare your child. I was able to connect with a Home Visitor for Early Head Start (I also worked as an Early Head Start teacher for 7 months), a Pre-K Teacher, a Kindergarten Aid, and a Kindergarten teacher to bring you what a is expected of your incoming student.

In order to collect the information from these professionals I created a questionnaire for them to fill out. Below you will find the questions along with the results and then my thoughts on them based on what I learned from the Arizona State Standards.

You can find my previous post on the Standards and Early Childhood here.

Should they be able to write their name? On this question I had 3/4 Yes’s. One stated it was not mandatory, but it is according to Arizona state standards because the work they will complete must have their name. Their cubby, or coat rack will have their name, and they must be able to know where those things are located. When finding something that belongs to them after recess (*reminder* Label Everything) they must be able to read their name. Below are three great ideas to help children learn their name. 1. Rainbow Names from Mama’s Like Me. 2. Rock your Socks from Time to Play and 3. Learning your Name from Pickle Bums.

Learning your name

How high should they be able to count? On this question I got two answers 20 and 10 at least. I think aiming for 20 is safe, because according to Arizona state standards they should be able to count to 10 by end of preschool, but getting to 20 is what kids struggle with the most. They must also know the numerals so practice with the numbers in print as well.

Should they be able to sing the ABC’s? I received 2 yes’s and 2 no’s. I believe because in the state standards it says a child should be able to identify 10 letters, no the difference between a letter and a number, and know 10 letter sounds. For example if I asked Sadie “What is the first sound in your name?” she would be able to make the “ssss” sound. I would focus on the letters in the child’s name then build from there like the letter in their favorite shape, color, and the letters in Mom, Dad, and family member’s names. Never do the standards talk about singing the ABC’s, but rather they focus on the fundamentals of the ABC’s.

Should they be able to write the ABC’s? I received 1 yes and 3 no’s. I did cover a little of this in the previous question, but as far as writing goes they are not required to know how to write their ABC’s, but must know how to write their own name, hold a pencil correctly, and know that print is written from left to right.

Should they be able to name shapes? I received all yes’s. The state standards are pretty clear as well as the professionals, they must know basic 2 dimensional shapes and their characteristics such as 4 sides and 3 corners/points. Below is a poster with some shapes to start with, and this Melissa & Doug Wooden Shape Sorting Clock was one of Sadie’s favorite toys! I love that this toys covers colors, shapes, and numbers.

                shapes         melissa-doug-wooden-shape-sorting-learning-clock1

Should they be able to draw shapes? I received 2 yes’s and 2 “It would be nice, but it is not mandatory”. According to state standards they must be able to draw basic shapes as well, and trust me once you have introduced the shapes through play, started pointing them out in their surroundings, (they will happily do the same-every time we passed a stop sign, Mommy, Mommy look an octagon), as well as start drawing them out of interest. I love this activity from Teaching Boys because it is hands on which kids LOVE, messy (of course they love messy), and great for learning. It can also be done inside of a dollar store cookie sheet for minimal mess.

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Should they know the colors? In this question I received all yes’s. Likewise the standards never address colors specifically but in the science standards it states children “must be able to describe objects color, position, roundness, shape,
size, number of corners, etc.”

Should they know how to use scissors? I received one yes and 3 “It would be nice, but it is not mandatory”. In the Arizona State Standards I did not find anywhere that it stated a child must be able to use a pair of scissors by the end of preschool, but it did state under the fine arts strand that a child must be able to “use a variety of materials/media, tools and techniques to create original works of art”.

What other task do you think a kindergartener should be prepared with? One teacher said, “Proper pencil grip is the most important thing they can learn before kindergarten.” Another stated, “Phonics. Sounds of letters. Beginning easy reading. 1-2 word sentences with 8 pages. Bob’s Books are great.” Another stated, “Know left from right, body parts, birthday, phone number, and address. Those are a big plus when starting. Personal space and boundaries is a big one too.”

What would you like to see during story time and what can parents do to help prepare their children for that expectation? One teacher said, “I believe during story time children should be able to sit and at least enjoy the story. Parents should read with their children often so they develop an interest in stories.”

What would you like to see at recess and how can parents help prepare their children for that? One teacher said, “Children who can play well together. Parents can expose their children to play experiences with other children their child’s age.”

What would you like to see at lunch and how can parents help their children be ready for that? One teacher said, “Send lunches they can (and will) eat with in the allotted time. Send ready to eat food. Warming up foods is okay (in some schools) but it limits their time to eat their food (because of lines). You want them to have a full stomach so they have the energy to learn.”

What other tips or suggestions would you give to parents to help them make sure their child is successful in kindergarten? One teacher said, “Be patient & communicate with the teacher often. Work on what the teacher is working on at home.” Another said, ” Make sure they know the school and feel comfortable about where they are going to spend their day. If your school allows it have them meet the teacher, have them ask questions, talk about their fears, send them notes in their lunches.”

As you can see a Teacher’s expectations vary from school to school which is why I wanted to add in the State Standards.

I would love to thank all the professionals in the field who so generously gave their time to fill out my questionnaire, and share with us their experience and knowledge.

A special thanks to:

Tessie Duran
Preschool Teacher at
Navajo Elementary

Also be sure to check out Donor’s Choose and help sponsor a Teacher in need.

donorschoose_org_logo

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Getting Ready for Kindergarten-Fundanoodle Review and Giveaway 7/25-8/16

 I was sent these products in return for my honest review and opinion. 

Getting Ready for Kindergarten Fundanoodle Review and Giveaway

Basic RGB

I am so happy to introduce you all to Fundanoodle, a new company that is changing the way we prepare our children for educational success! Fundanoodle’s products range from writing tablets to multi-activity kits, all designed to make learning a fun and interactive experience. Kids will have so much fun they won’t realize how much they’re learning! Fundanoodle products range from $8.99 to $32.99. My favorite perk-they offer FREE ground shipping on all orders-I love free shipping!

I had the pleasure of reviewing the I Can Build Upper Case Letters Kit and I Can Build Lower Case Letters Kit with the girls. These kits really come with everything you need to help your child learn the letters, but the best part is they won’t only be learning their letters, but other important skills as well I will highlight below. 

Fundanoodle7

This is what your kit will look like when you open it up-it’s like Christmas so many fun bright things to do the girls and I were so excited to get into it and play. It comes with a magnetic dry erase board, 14 magnetic sticks, one dry erase marker, one writing tablet, and one set of gross motor cards.    Fundanoodle4

These are the gross motor cards you get in your kit. You lay them out with the numbers facing up, the child rolls the dice, and then they pick up the card that has the same number they rolled. The card has an animal and movement that they must now mimic. They really loved this activity and I did too because they practiced taking turns, fine motor skills when picking up the dice and then rolling it, and they also practiced counting and number recognition. They even practiced gross motor skills and did some heavy muscle work that really helps them be able to calm down and focus later on while learning.

Fundanoodle3

She rolled#4 then we counted the cards until we got to #4. She flipped the #4 card over and got the Kangaroo, and then they are hopped around the living room like Kangaroos!

Fundanoodle6

The next activity we did was letter building Sadie could not wait to build letters while Cay, younger, could not wait to just get her hands on the magnets and build pictures. They are 14 months apart and really at different stages. Sadie was able to really build almost every letter from memory. Caydence was able to copy Sadie’s letters and then we would take turns thinking of a word that started with that letter.

Fundanoodle

Fundanoodle2

Fundanoodle1

They began working together to build the letters. I would tell Caydence which color pieces she needed and how many, then Cay would hand them to Sadie who would build them. We did a little more than half of the letters then their attention span was burnt out and that’s okay I let them each make the first letter in their names, then their favorite shapes, then free play. They really enjoyed it. During this activity they practiced fine motor skills picking up and placing the magnets, memory recall, letter recognition and naming, naming colors, counting, and practiced beginning sounds.

Fundanoodle Writing Pad

This is hands down the best writing table I have ever seen and used. The first page talks about Max, Alphie, and goal of the tablet plus gives essential tips for successful writing.
Fundanoodle Writing Pad 1

Fundanoodle Writing Pad2

The instruction page talks about the letter sequence which they selected based on the child’s development of visual and motor skills. It also gives key words to use when describing to your child how to write each letter. These key words are used in the instructions, given by Max on each page, on how to write the letters.  Plus each page has a spot to place a sticker once completed which is a great motivator for my girls!

I would like to talk about the durability of this product, because I feel this company really took the time to create a product that is truly designed for use by children. The magnets are very sturdy and durable. The board is well built and strong. The cards are also coated with a glossy finish which add another layer of durability.

Fundanoodle I can build lower case letters review

The I Can Build Lower Case Letter Kit Sadie is ready for, but I think it would confuse Caydence right now. This is what your kit will look like when you open it up. It comes with a magnetic dry erase board, 17 magnetic sticks, one dry erase marker, one writing tablet, and one set of gross motor cards. In order to keep this post shorter I will just focus on the first kit but the second is just as wonderful just focuses on lowercase letter.

 Thanks to Fundanoodle you all have the opportunity to win these kits for the children in your life!

Fundanoodle Items

*** CLICK HERE TO ENTER TO WIN! ***

Disclosure- Mom254321 was not compensated for this post. All opinions and experiences are my own. Open to the US, must be 18+. Confirmed Winner(s) will be contacted by email and have 24 hours to respond before a new winner will be drawn. No purchase necessary. Void where prohibited by law. Entrants must only enter with either one email address, IP address and/or Facebook account, anyone found violating these rules will be disqualified. It is at the sole discretion of the admin of the giveaway if the winner has met the rules or not. The sponsor(s) will be responsible for product shipment to winner(s) of the giveaway. Sponsor will be responsible for prize fulfillment. This event is in no way associated with, sponsored, administered, or endorsed by Facebook, Twitter, Google, Pinterest or any other social media network. The disclosure is done in accordance with the Federal Trade Commission 10 CFR, Part 255 Guides Concerning the use of Endorsements and Testimonials in Advertising. For questions about this giveaway or to have me promote your product, Please email Mom254321@yahoo.com.

Visit them online at www.fundanoodle.com!

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Getting Ready for Kindergarten-Lunch Box Ideas

This post does contains amazon affiliate links which gives my site a percentage of your purchase.

Getting Ready for Kindergarten Lunch Box Ideas

This school year I am hoping to send the kids to school with more lunches from home. I have been searching for ideas and I can’t wait to share what I found! My first goal was to add more fruits and veggies that the kids will want to eat. Below are ideas I think are perfect for accomplishing this goal.

Fruit5Aren’t these fruit ideas great! I love how pinterest, can pretty much solve any of my food dilemmas! 
Fruit Collage 1 The next thing on my wishlist are these Alphabet Cookie Cutters-they are SO CUTE!

I was able to snag these  Flower Vegetable Cutters and these Freshware 12-Pack Square Silicone Reusable Baking Cups that I am going to use to spruce up the kids lunch.

Lunch Box Tools

Plus I found a ton of great veggie ideas on pinterest too.

VeggieCollage VeggieCollage1

Now the next goal was allowing a little more freedom for the older children and if you have a few older kids like I do, then they will probably want to pack their own lunch. (Then remind you to add the treat.) Here are some great graphics to aid in their lunch packing.

How to pack your own lunchThis graphic was made by Kristen from Rage Against The Mini Van and can really help make sure kids don’t forget anything when packing their lunch.

Sandwichmakerlist

This sandwich guide is super helpful in allowing kids options, but it still makes sure they cover all the basics. This graphic comes from Amy over at Super Healthy Kids.

Our kids normal lunch consist of a nitrate free meat, cheese, and bread. They are not big peanut butter fans, but they sure do love Nutella. Sadie really, really loves tuna salad so I will be adding that to my lunch routine for her. They usually pick a cookie cutter to cut their sandwich and that’s about all the cuteness they get as far as sandwiches go. I did find a few cute variations for this year though which was the last goal-to have a few more sandwich or non-sandwich ideas.

sandwichcollage

And when they get tired of sandwiches I found these Non-Sandwich ideas for their lunch boxes from Keeley McGuire.

easy non-sandwich school lunch box ideas

I also came across this post from Kendra over at Biting the Hand that Feeds You with tons of pizza themed ideas I just know my pizza lovers will adore!

Over 50 different FUN ways to skip the cafeteria and send pizza to school!

I hope you all are inspired to create fun festive lunches for your children! Thanks for stopping by! :)

Credit for these great ideas and photos that I used in the collages:

Summer DIY Project: Edible Fruit Kabob Place Cards

Creative Food Plates

Chocolate Covered Banana Split Bites

Flower Fruit Pops

Lunch Box Food Ideas – Vegetables

Just for Kix: Veggie Monsters!

Just for Kix: How to Make Simple Veggie Bugs

Mini Veggie Sushi

A Bright and Beautiful Veggie Rainbow 

Bon Voyage! Turn Your Veggies Into Boats

Fun snacks for kids

Fun Back to School Recipes & Ideas from Sara Lee

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Truthful Thursdays #TT

Truthful Thursdays

Where I will share my truths as a Mother & Stepmother.

My truths for today and a few questions.

  1. Our first family vacation was a BLAST!! We loved LEGOLAND SO MUCH!! We also really enjoyed Sea World. We stayed in Oceanside, CA and loved it! The beach was amazing, too! We are working hard on saving up for the next great family adventure! I will be posting more about it in the weeks to come.
  2. We are struggling to get back to a normal routine! I need a routine in this house or I forget to put the food in the crock pot the night before or leave a pot of beans boiling on the stove when I leave to the store. (Thank goodness Rey, Caleb, and Reyrey were here to smell the stench and turn it off.)
  3. We headed out to Target today and what a disaster! I was hoping for a nice browsing trip just to mingle through clearance, but sheesh I forgot what it is like to head to the store with three kids 4 under. What a disaster! Plus we are so off routine one had a nap the others didn’t, plus the trip was after dinner so-it was just BAD planning on my part! But I was able to SCORE two great clearance deals! One game was 75% off and the other was 50% off! WELCOME BACK FAMILY GAME NIGHT!!  What are your favorite games?Target Clearance
  4. We are getting ready for back to school an exciting time, plus I am planning Caydence’s Frozen themed birthday too! When do your kids head back to school? Ours go back August 4th!

I hope you all share your experiences with me.

Wishing you all a happy Thursday…well really Friday! :)

 

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Wordless Wednesday with Linky #WW


vacayvacay3Vacay2Vacay5Vacay8

A peek at our 1st Family Vacation!

Last Weeks:

4th of July Weekend

C+I Merchie Meet-Up

Summer

Sadie’s is 5

Summer Time Fun-Splash Pad

Not so Happy

Zoo Fun

Mother’s Day

El Paso Zoo

Vegas!

Dessert Easter

Our Lady of the Sierras

More Family Fun

Flag Football

Girl’s Movie Night

Just Us

My Little Girls

My Love

Target

Family Fun

Ezzie’s First

Night..Night

My Baby Playing

Too Cool

Places we have lived

Snack Time

Wiped Out

My Baby

Deserving Dad

Messiest Room Ever

Blue in the Face

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Meatless Monday #MM

Happy Meatless Monday, I hope you find a great recipe to try this week in honor of Meatless Monday.

Today I am sharing more from Kalyn’s Kitchen. She creates and shares seasonal, low glycemic index meals for healthy eating, weight loss, and blood sugar control.

Another Meatless Monday from Kayln's Kitchen

Starting at the left we have a Spicy Avocado in Pita which is totally something I would happily eat with refried pinto or black beans layered underneath the avocado.

The next recipe is Quinoa with mushrooms, green onions, and parmesan. This one, like many meatless Monday meals can easily be your new favorite side dish. I know I am going to test it out-it looks so good!

The top right is a great seasonal Veggie Stir-Fry. Kalyn gives a great intro into Chinese cooking before this recipe which is really helpful. I also love the amount of garlic this has too! I would love this over rice or noodles.

The last one I CAN’T WAIT TO TRY! It’s Stuffed Zucchini with brown rice, black beans, chiles, cheddar, and cotija cheese.

I hope you found something to you like!