hablar en español
Si usted necesita hablar con un empleado del distrito, en español, por favor llame a TES en nuestra línea telefónica al (805) 434-4027 y hable con Annette Calcote, profesora del Desarrollo de Ingles (ELD). Si la llamada no es contestada, por favor deje un mensaje con un buen número para comunicarse con usted. Intentaremos de contestarle durante las horas de 1:30-2p lúnes a viernes, o hasta las 9:00 de la noche el mismo día. Sus preguntas e inquietudes son muy importantes para nosotros, y queremos asegurarse de que ustedes pueden conseguir sus preguntas relacionadas a la escuela.
Jill Southern, Directora TES y Annette Calcote, Profesora de ELD
CHECK OUT THESE EDUCATIONAL WEBSITES:
(They are all also on the Student / Parents Info Page)
Jessica & Terisa
We are a GOLD RIBBON SCHOOL!
If your child must be absent, please call the 24-hour absence verification line at (805) 434-5826.
For your convenience, our office hours are from - 7:30 a.m. - 4 p.m Monday through Friday, 434-5820
Fax number - 434-5811
Contact a teacher by email
Incoming TK and Kindergarten Information!
IMPORTANT TES DATES!
Wednesday, April 5 - REGULAR SCHEDULE - NOT Early Release
Thurs., April 6 - TES Open House (6-7p with pizza and waters available for purchase starting at 5:45p)
Monday, April 10 - Friday, April 14 - NO SCHOOL - Spring Break
Friday, May 12 - TES Choral Performances at the TPAC
Friday, May 19 - Spring Fling! at VES
If you would like to view our Bell Schedule, please click the link below:
Thank you to our incredible staff and families for all your involvement in the education of our students!
TES Eagle Eye, March 29, 2017
A GREAT Article about reading with your children
Why it's important to read aloud with your kids, and how to make it count
Amy Joyce The Washington Post
One of the most important things parents can do, beyond keeping kids healthy and safe, is to read with them. That means starting when they are newborns and not even able to talk, and continuing well beyond the years that they can read by themselves. Study after study shows that early reading with children helps them learn to speak, interact, bond with parents and read early themselves, and reading with kids who already know how to read helps them feel close to caretakers, understand the world around them and be empathetic citizens of the world.
We spoke with Liza Baker, the executive editorial director at Scholastic, which just released its Kids & Family Reading Report.
"It's so important to start reading from Day One," she says. "The sound of your voice, the lyrical quality of the younger [books] are poetic . . . It's magical, even at 8 weeks old they focus momentarily, they're closer to your heart." As they begin to grow, families should make sure books are available everywhere in the home, like it's your "daily bread." (Amen.) But it shouldn't end when kids begin to read on their own. "As they become independent readers, we tend to let them go, but even kids in older demographics love nothing more than that time with their parents," Baker says. "We're blown away that kids time and again said the most special time they recall spending with a parent is reading together."
Here, Baker shares highlights of the report and offers tips for parents on how to turn their babies and children into readers.
Read aloud early - and keep it going! The good news, according to the new Kids & Family Reading Report by Scholastic, is that more than three out of four parents who have children ages 5 and younger start reading aloud before their child reaches his first birthday. This practice increased to 40 percent in 2016 from 30 percent in 2014 among parents who read aloud before their baby is 3 months old. The research also showed that more parents of 3- to 5-year-olds are reading aloud frequently, with 62 percent of these parents reading aloud five to seven days a week, compared with 55 percent in 2014.
But it's not all great news: There's been a drop in parents continuing to read aloud after age 5.
Tip to keep it going: Have fun and be playful. Use this as an opportunity to ham it up and perhaps create different character voices to really engage the child. Don't be shy about not perfecting the read aloud - especially with little ones. Don't feel discouraged if a younger child gets distracted or interrupts story time with questions. That's all part of the learning journey and reading process. In fact, books like those in the new StoryPlay series feature prompts and questions for the parent to ask throughout the story to keep young kids engaged and to enhance early reading comprehension.
Be a resource to your kids for book ideas - even if they don't ask - especially for infrequent readers. Scholastic's research shows that parents underestimate that kids need help finding books. Only 29 percent of parents agree "my child has trouble finding books he/she likes," whereas 41 percent of kids say finding books they like is a challenge. This number increases to 57 percent among infrequent readers.
Tip: For younger kids, see which titles they gravitate toward. Do they like animals? Try "Duck on a Tractor" by David Shannon, or "Groovy Joe: Ice Cream and Dinosaurs" by Eric Litwin, or books by Nic Bishop. Do they like interactive books? Try "Are You My Cuddle Bunny?" by Sandra Magsamen, "What's in My Train?" by Linda Bleck, or "I Love Music: My First Sounds Book" by Marion Billet.
Research shows kids of all ages want books that "make me laugh." Parents can also get in on the fun with these silly books. For younger kids, go with "King Baby" by Kate Beaton or "I'll Wait Mr. Panda" by Steve Antony. For the elementary level and early chapter book stage, go for the Captain Underpants series by Dav Pilkey or check out the Branches series with "Press Start: Game Over Super Rabbit Boy!" by Thomas Flintham. For middle-grade readers, try the Crimebiters series by Tommy Greenwald or the Swindle series by Gordon Korman. For the Young Adult crowd, go for "Kill the Boy Band" by Goldy Moldavsky.
Don't forget adding books in your home library that showcase diverse story lines and characters. When looking for children's books to read for fun, both kids (37 percent) and parents (42 percent) mostly agree they "just want a good story" and a similar percentage want books that make kids laugh. One in 10 kids ages 12 to 17 say they specifically look for books that have "culturally or ethnically diverse story lines, settings or characters."
Tip: Look for stories that showcase different experiences, backgrounds, religions, identities and more to help your child find him or herself in books - as well as learn about other people's lives. This will teach children the importance of empathy and kindness. Some top picture books include "Cleonardo, the Little Inventor" by Mary Grandpré, "The Rooster Who Would Not Be Quiet!" by Carmen Agra Deedy, and "Emma and Julia Love Ballet" by Barbara McClintock. Some great chapter books include "Ugly Cat and Pablo" by Isabel Quintero and "Emma is on the Air" by Aida Siegal. For middle grades, check out "Save Me a Seat" by Sarah Weeks and Gita Varadarajan and "George" by Alex Gino. For YA readers, go for "Drag Teen" by Jeffrey Self.
It takes a village - look to teachers, school librarians and more for book suggestions. Scholastic asked kids where they get the best ideas for books to read for fun. Overall, kids say teachers and school librarians (51 percent), followed by their peers (50 percent). Younger kids (6 to 11) are the most likely to get great picks from school book clubs and fairs, and older kids (15 to 17) are the most likely to find book suggestions on social media.
Tip: Ask your teacher what she or he has heard of that will help even the most reluctant reader stay engaged. Teachers see firsthand what works. Don't forget your public or school librarian. They are vital to the community, as research showed 95 percent of parents agree that "every community needs to have a public library" and "every child deserves a school library." I'm so grateful for our town library and the wonderful librarian there. She is a central force in our town, and I am in frequent touch with her for book suggestions. Recently, my eldest son became very interested in history, but he craved a story framework. Our terrific librarian, Carolyn, introduced him to the I Survived series by Lauren Tarshis, and it was a total fit for him age-wise and content-wise. She knew the perfect book to get him started - and off he went - tackling that series book by book.
Never forget - choice rules when kids read for fun. Eighty-nine percent of kids ages 6 to 17 agree that the favorite books "are the ones that I have picked out myself." And book choice starts early, as 67 percent of parents with kids up to age 5 reported that their kids choose the books for read-aloud time. This goes up to 81 percent of parents with kids ages 3 to 5.
If you are stumped for great books for kids to choose, the top books that parents reported reading aloud over and over again for little ones include Dr. Seuss books such as "The Cat in the Hat" and "Green Eggs and Ham," "Good Night Moon" by Margaret Wise Brown and "The Very Hungry Caterpillar" by Eric Carle.
For all kids, parents with children up to age 17 recommend that the books that every child should read are Harry Potter, Dr. Seuss, Diary of a Wimpy Kid, The Magic Tree House and The Chronicles of Narnia. Book series are a great way to get kids hooked on story lines and characters.
Tip: Make books accessible. Make sure your bookshelves are low enough for kids to reach the book that they want to read. Keep books by your children's bedside, in the playroom - all over the house. Bring books with you on car trips, to the grocery store, or even to the doctor's office waiting room. Rather than handing them a device, hand them a book they love. The more accessible you make books, the more you'll see their reading frequency grow. Also, if your child needs a bit more guidance on choosing books, narrow it down to a nice range of selection and invite them to pick the book they want for that moment. It will change day to day and month to month, so be open and ready to grow and change along with your budding lifelong reader.
Reading 20 minutes a day...
A quote from Dr. Seuss
The more that you read,
the more things you will know.
The more that you learn,
the more places you'll go.
Templeton Elementary School Thanks TEF!!!!!
Templeton Elementary School is very fortunate to have the support of the Templeton Education Foundation. This year, we were awarded grants (see above) totaling over $13,000. This support brings services, programs, and equipment that benefits our entire student body.
Thank you TEF!!!!!
LETTER REGARDING TRAFFIC, ROAD SAFETY, and MORE - IMPORTANT!
TEMPLETON ELEMENTARY SCHOOL
215 8th Street, Templeton, CA 93465
tes-tusd-ca.schoolloop.com (805) 434-5820
Dear Templeton Elementary School Parents and Guardians,
THIS LETTER IS ABOUT ROAD SAFETY, TRAFFIC, and PARKING. SAFETY FOR ALL IS OF UTMOST IMPORTANCE!
PLEASE READ THIS ENTIRE LETTER!
Thank you to those who are safe, respectful, observant, and patient during drop off and pickup times at TES. Most families are following the rules of the road. That being said, we have seen an alarming increase in unsafe behaviors. What we are seeing is that when one person chooses to make a dangerous and illegal choice like driving on the wrong side of the road, other families are following suit. The safety of everyone needs to be a top priority.
2:30p - 1st grade parents (1:35p early release Wed.; 12:15p min day)
2:40p - 2nd grade parents (1:50p early release Wed.; 12:25p min day)
2:50p - Afternoon Kindergarten parents (1:30p early release Wed.)
Together, we can make this a safer and less frustrating situation for everyone.
Sincerely, Jill Southern - TES Principal
TES School Supply Lists 2016-2017
Click below to see the TES grade level supply lists for TK and K, grade 1, and grade 2
We are looking forward to a super year!
TES is a GOLD RIBBON SCHOOL and an EXEMPLARY ARTS SCHOOL!
TES HAS BEEN AWARDED THREE MAJOR HONORS BY THE CALIFORNIA DEPARTMENT OF EDUCATION!!:
Cookin' and Bookin' Update
Cookin’ & Bookin’ Update
Dear TES Families,
Happy Summer!!! Some exciting news is that we are planning to continue Cookin’ & Bookin’ next school year! I am thrilled to be able to continue this innovative, fun, and educationally exciting class again! For those of you who are new to TES, Cookin’ and Bookin’ is a series of classes that connect our school garden with kitchen safety, recipes, healthy eating, and children’s literature.
As this is a newer enrichment class, we have a very small budget. We also relied on you, our generous families, to provide a large amount of our ingredients. I thank each and every one of you for the many, many donations. I am also aware that many donated multiple times. I am sincerely astounded by the generosity of our TES community and the surrounding businesses such as Nature's Touch that have also donated ingredients.
With this in mind, I started a GO FUND ME campaign. The goal being to raise $1000 in order to provide equipment and ingredients for our class. To date, over $800 has been donated. Thank you to everyone who has so kindly donated. We will use the funds for appropriate equipment and to minimize the amount of donations I will need to ask you for next year! For more information about how to donate and a full explanation of what we will be doing with the money raised, please go to:
If you have any questions or comments, you can reach me at Julia.email@example.com
With sincere thanks and warm wishes for a wonderful summer!
ELA / ELD Curriculum - We've Adopted Benchmark Advance!
English Language Arts/English Language Development Instructional Materials Adoption (K-5)
Senate Bill 201 (Chapter 478 of the Statutes of 2013), signed on October 2, 2013, authorized the State Board of Education to conduct an adoption of kindergarten through grade eight instructional materials in ELA/ELD aligned to the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CA CCSS ELA/Literacy) and the new California English Language Development Standards (CA ELD Standards).
Templeton Elementary School and Vineyard Elementary School have done intense research and training on various potential ELA/ELD published curricula. After our thorough research, we have narrowed our curriculum search and have selected a curriculum choice that we are proposing to adopt. Benchmark Education Company's "Benchmark Advance" is an extremely exciting program we are proud to bring to the TUSD School Board as our adoption choice K-5. It addresses our students' needs well. Benchmark Advance was built from the ground up, aligning with our new California State Standards. Both TES and VES are impressed with the rigor, cross-curricular connections, and the engaging reading materials of Benchmark.
Benchmark Advance is dynamic and offers incredible language arts learning experiences for our students.
The curriculum was proudly explained to the TUSD School Board on May 26, 2016. At a recent school board meeting (June 9, 2016), the K-5 adoption of Benchmark Advance was approved by the TUSD School Board.
Our Outdoor Classroom!
Have you stepped into our OUTDOOR CLASSROOM recently! As a result of hard work, collaboration, and a community grant through the Templeton CSD, a lot new is literally and figuratively "growing" there! In addition, the tireless work of our very own 1st grade teacher, Krissy Lorz and 2nd grade teacher, Joe Kirschner, has made this area happen. It so useful for so many aspects of our educational day. Thank you to our amazingly talented Math Intervention specialist (and true artist), Gilda Zimmerling and former incredible employee, Amy Stith, for collaborating with all our classes on the BEAUTIFUL mosaics that decorate the planters. Thank you to Chris Bonin and our TUSD MOT department for promoting our vision and dedicating time and resources to making this space come alive!
All our 1st grade classes are learning about trout life cycles, ecology, and our environment through Trout in the Classroom! Our very own Krissy Lorz (1st grade teacher) wrote a TEF grant (we so appreciate the support of TEF) for this wonderful, hands-on, multi-week experience which culminates with the actual release of live trout the students have raised! Today, our outdoor classroom was used all day as a hands-on educational space - take a look!
IMPORTANT - NOTE ABOUT FOODS IN OUR CLASSROOMS, AT CLASS CELEBRATIONS, AND MORE:
TEMPLETON ELEMENTARY SCHOOL
“Home of Tomorrow’s Leaders”
215 Eighth St. ∙ Templeton ∙ 93465 ∙ (805) 434-5820
August 30, 2016
To Parents / Guardians of Templeton Elementary Students:
NOTE ABOUT FOODS IN OUR CLASSROOMS, AT CLASS CELEBRATIONS, AND MORE:
Templeton Elementary School is regularly looking at ways to keep our students safe and compliant with the Wellness Policy. We currently have multiple students in all grade levels at our school with life threatening allergies and food related illnesses. While we certainly appreciate the intent of families bringing in outside food to share with the class, we do not want to put any student in potential danger by exposing him or her to allergens.
To keep our kids safe, we are continuing the following protocols for foods brought into classes to share with others:
1) If your child is having a birthday or other event and wants to bring something to share with the class, please have it be a non-food item (pencils, erasers, or stickers could be ideas).
2) There may be fun, planned opportunities for families to bring in foods to share. These would be pre-announced class party days for each grade level where families will be notified in advance that food will be in the class and of what foods they can bring. Please talk with your child’s teacher about these class celebration days.
3) When bringing food to school for pre-announced, sharing purposes, it must be store bought with a nutrition fact label and ingredient label. By having the nutrition fact label, we are able to help our diabetic children regulate their sugar levels and insulin needs. These foods can not be prepared at home, even if they are healthy foods like sliced fruit. We can not guarantee that home prepared foods don’t contain allergens. Foods must arrive on our campus still in packaging. Good examples of store prepackaged items are mini bags of carrots, mini bags of pretzels, mini boxes of raisins, packaged cheese sticks, or mini bags of sliced apples.
We certainly appreciate the generosity and creativity of our Templeton families. The last thing we would want is a child being exposed to a life threatening allergen through a well-intentioned, home-baked food item shared in class.
The Templeton Elementary School Staff
Bedtime Stories for Young Brains - great article
By PERRI KLASS, M.D.
AUGUST 17, 2015
A little more than a year ago, the American Academy of Pediatrics issued a policy statement saying that all pediatric primary care should include literacy promotion, starting at birth.
That means pediatricians taking care of infants and toddlers should routinely be advising parents about how important it is to read to even very young children. The policy statement, which I wrote with Dr. Pamela C. High, included a review of the extensive research on the links between growing up with books and reading aloud, and later language development and school success.
But while we know that reading to a young child is associated with good outcomes, there is only limited understanding of what the mechanism might be. Two new studies examine the unexpectedly complex interactions that happen when you put a small child on your lap and open a picture book.
This month, the journal Pediatrics published a study that used functional magnetic resonance imaging to study brain activity in 3-to 5-year-old children as they listened to age-appropriate stories. The researchers found differences in brain activation according to how much the children had been read to at home.
Children whose parents reported more reading at home and more books in the home showed significantly greater activation of brain areas in a region of the left hemisphere called the parietal-temporal-occipital association cortex. This brain area is “a watershed region, all about multisensory integration, integrating sound and then visual stimulation,” said the lead author, Dr. John S. Hutton, a clinical research fellow at Cincinnati Children’s Hospital Medical Center.
This region of the brain is known to be very active when older children read to themselves, but Dr. Hutton notes that it also lights up when younger children are hearing stories. What was especially novel was that children who were exposed to more books and home reading showed significantly more activity in the areas of the brain that process visual association, even though the child was in the scanner just listening to a story and could not see any pictures.
“When kids are hearing stories, they’re imagining in their mind’s eye when they hear the story,” said Dr. Hutton. “For example, ‘The frog jumped over the log.’ I’ve seen a frog before, I’ve seen a log before, what does that look like?”
The different levels of brain activation, he said, suggest that children who have more practice in developing those visual images, as they look at picture books and listen to stories, may develop skills that will help them make images and stories out of words later on.
“It helps them understand what things look like, and may help them transition to books without pictures,” he said. “It will help them later be better readers because they’ve developed that part of the brain that helps them see what is going on in the story.”
Dr. Hutton speculated that the book may also be stimulating creativity in a way that cartoons and other screen-related entertainments may not.
“When we show them a video of a story, do we short circuit that process a little?” he asked. “Are we taking that job away from them? They’re not having to imagine the story; it’s just being fed to them.”
We know that it is important that young children hear language, and that they need to hear it from people, not from screens. Unfortunately, there are serious disparities in how much language children hear — most famously demonstrated in a Kansas study that found poor children heard millions fewer words by age 3.
But it turns out that reading to — and with — young children may amplify the language they hear more than just talking. In August, Psychological Science reported on researchers who studied the language content of picture books. They put together a selection from teacher recommendations, Amazon best sellers, and other books that parents are likely to be reading at bedtime.
In comparing the language in books to the language used by parents talking to their children, the researchers found that the picture books contained more “unique word types.”
“Books contain a more diverse set of words than child-directed speech,” said the lead author, Jessica Montag, an assistant research psychologist at the University of California, Riverside. “This would suggest that children who are being read to by caregivers are hearing vocabulary words that kids who are not being read to are probably not hearing.”
So reading picture books with young children may mean that they hear more words, while at the same time, their brains practice creating the images associated with those words — and with the more complex sentences and rhymes that make up even simple stories.
I have spent a great deal of my career working with Reach Out and Read, which works through medical providers to encourage parents to enjoy books with their infants, toddlers and preschoolers. This year, our 5,600 program sites will give away 6.8 million books (including many to children in poverty), along with guidance to more than 4.5 million children and their parents. (The group also provided some support to Dr. Hutton’s research.)
Studies of Reach Out and Read show that participating parents read more and children’s preschool vocabularies improve when parents read more. But even as someone who is already one of the choir, I am fascinated by the ways that new research is teasing out the complexity and the underlying mechanisms of something which can seem easy, natural and, well, simple. When we bring books and reading into checkups, we help parents interact with their children and help children learn.
“I think that we’ve learned that early reading is more than just a nice thing to do with kids,” Dr. Hutton said. “It really does have a very important role to play in building brain networks that will serve children long-term as they transition from verbal to reading.”
And as every parent who has read a bedtime story knows, this is all happening in the context of face-time, of skin-to-skin contact, of the hard-to-quantify but essential mix of security and comfort and ritual. It’s what makes toddlers demand the same story over and over again, and it’s the reason parents tear up (especially those of us with adult children) when we occasionally happen across a long-ago bedtime book.
ONLINE RESOURCES you can use at home!
Click the link below for a long list of resources you can use with your students at home! We will be updating this frequently as we discover more great links!
Grade level success - What does it look like?
TES PE Volunteers for 1st and 2nd grade Will be Needed for the 2016-17 School Year!
Hi TES Parents / Guardians of TES 1st and 2nd Graders:
If you are looking for a great way to volunteer at TES, PE may be your option! We have great centers and PE equipment. Your children will regularly work on coordination, balance, sportsmanship, teamwork, and much more. Our PE program is necessary for a few reasons:
WE NEED YOUR HELP! While we do have our yard duties, our counselor (Dr. Meece), our principal, and some great parent volunteers (thank you!) already running PE centers, we will still be needing more adults Friday mornings. We typically need 14-16 adults for centers.
ARE YOU INTERESTED IN JOINING US? IF SO, HERE’S WHAT YOU NEED TO DO:
TIMES: 1st GRADE PE: Fridays 9-9:45a
2nd GRADE PE: Fridays 10:30-11:15a.
Your support is so appreciated. Without parent volunteers like you, we can’t offer this great PE experience, and we also would not be able to do the necessary planning to run our AMAZING EAGLE HOUR!
Jill Southern - TES Principal
CA Department of Education Link to Common Core Resources
Click here to get to the California Department of Education's Website for Common Core State Standards. Here, you will find the standards and many resources available to you including sample questions for the Common Core state assessments (called SBAC - starts at grade 3), parent information for student success, FAQ, etc.
Also, there are some great Parent Guides for Student Success for Common Core found at the following link (English and Spanish):
Common Core - Key Ideas for Families
Does Your Child Have Health Insurance?
Click the link to the flyer below for information regarding NO-COST MEDI-CAL Health Care and LOW COST HEALTHY FAMILIES Health Care for those who qualify. The flyer is in both English and Spanish.
No news posted
Teacher WEBSITES!!! Click the links below
Ms. Gracey Welcome to Our Class's Web Page! TC Gracey
Mrs. Lorz Welcome to Krissy Lorz's Website
Mrs. Wishon Welcome to B1!
Mr. Kirschner Welcome to Mr. Kirschner's Class Webpage!
Mrs. Zemella Welcome to Mrs. Zemella's Class Webpage!
Mrs. Walker Welcome to Mrs. Walker's Class!
Mrs. Kershaw Welcome to Mrs. Kershaw's Class!
Mrs. Wesner Welcome to Mrs. Wesner's Class!
Mrs. Tedone Welcome to Mrs. Tedone;s Class!
Mrs. Goode Welcome to Mrs. Goode's Class!
WELCOME TO TEMPLETON ELEMENTARY SCHOOL!
Eagle Hour - What is it?
EAGLE HOUR - Reading Process Grades 1-2
For the 2016-17 school year, Templeton Elementary School is so proud to continue our Eagle Hour curriculum planning and delivery process for every student grades 1 and 2. Eagle Hour is a PROCESS by which we assess our students and then place them in a classroom within their grade level for reading and literacy for one hour a day, four days a week. TES has been and continues to receive thorough training for Eagle Hour, and we are dedicated to deliver differentiated literacy instruction that addresses the needs of every child on such a consistent basis. This is research based and being done in over 300 schools. This reading process will begin in mid September this year.
Each child is taught at his or her instructional level and advanced accordingly. Lessons and curriculum are planned collaboratively, on a weekly basis by the whole grade level team.
TES Eagle Hour Passion Statement:
"With clear purpose, collaboration, and as supported lifelong learners, we, at Templeton Elementary School will not rest until all of our students participate in leveled, targeted, and engaging instruction that advances literacy and fosters a love of learning."
TES PTO! Click below for their FACEBOOK PAGE!
Title III Letter (link below) in English and Spanish
A Week in Preview
Cafeteria menus and other information
How to read with your child - Some tips for you!
Research proves that children who enjoy reading do better at school in all subjects.
Reading together increases literacy skills and does so much more - it helps to build a strong and loving relationship between you. And it's never too early to start reading with your child.
How to read with children of any age:
Templeton Elementary Address and Phone #
Templeton Elementary School Address:
215 Eighth Street
Templeton, CA 93465
Phone: (805) 434-5820