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How the Elephant got his Trunk (Läs & lyssna) by Anna Milbourne Pdf
How the Elephant got his Trunk is written especially for children who are learning to read, and developed in consultation with Alison Kelly, Principal Lecturer in Education and reading specialist at the University of Roehampton. Delightfully illustrated, these books combine great stories with simple text to excite and inspire any beginner reader. Long ago, elephants had short noses. This story tells how their noses became long. This fun story also has puzzles to solve at the end.
How the Elephant Got His Trunk by Anna Milbourne Pdf
Rudyard Kipling's classic 'Just So' story, retold for young readers. According to this much-loved fable, elephants didn't always have long trunks - that is, until one day when the elephant's child could contain his curiosity no longer, stepping closer than he should have to the Crocodile.
Long ago, Baby Elephant keeps asking what Crocodile eats for dinner until he goes to the source and gets a big surprise. Includes a puzzle, "Notes for adults," and reading tips.
Rudyard Kipling's classic 'Just So' story, retold for young readers. According to this much-loved fable, elephants didn't always have long trunks, that is, until one day when the elephant's child could contain his curiosity no longer, stepping closer than he should have to the crocodile.
Evoy is a curious little elephant that always finds himself in predicaments. Up until that frightening day, he has been able to get himself out of trouble. On that day Evoy gets himself into a situation where he does need help. That event and how it is resolved changes his life forever. It also changes the lives of all his elephant friends back then and today as well. Read how the actions of one curious little elephant made a trunk out of a snout.
How the Elephant Got His Trunk by Rudyard Kipling Pdf
This graphic adaptation of Rudyard Kipling's The elephant's child relates how a young elephant's insatiable curiosity explains the fact that all elephants have trunks.
This thesis explores preschool class children’s meaning making processes when they encounter evolution. By adopting social semiotic and sociocultural perspectives on meaning making, three group-based tasks were designed. Video data from the activities were analysed using a multimodal approach. The analysis focuses on how the communicated science content affects the science focus of the tasks, how different materials function as semiotic resources and influence meaning making, and interactive aspects of doing science in the meaning-making processes. The findings reveal that, by using the provided materials and their previous experiences, the children argue for different reasons for animal diversity and evolution. Throughout the tasks, a child-centric view of life emerged in a salient manner. This means that, apart from the science focus, the children also emphasise other aspects that they find important. The child-centric perspective is suggested to be a strength that enables children to engage in science activities. The results show that the provided materials had three functions. Children use materials as resources providing meaning. This means that the children draw on the meaning potential of the materials, a process that is influenced by their previous experiences. Moreover, in interaction with peers, the materials also serve as communicative and argumentative tools. Thus, access to materials influences the children’s meaning making and enables them to discuss evolution and “do science”. The findings also reveal an intimate relationship between task context and interaction. More scripted tasks convey more child–adult interaction (scaffolding) while less scripted tasks, during which children build on previous experiences instead of communicated science content, stimulates child–child interaction (mutual collaboration). In scaffolding interactions, a greater emphasis is placed on the science topic of the task due to guidance from the adult. Consequently, meanings made by children in more scripted tasks are more likely to be “scientifically correct”. However, if the teacher or the adult steps back and allows the children to engage in mutual collaboration, they engage in multiple ways of doing science through evaluating, observing, describing and comparing. Overall, the research reported in this thesis suggests that task contexts and materials have a great impact on children’s meaning making and how science is done. Den här avhandlingen utforskar förskolebarns meningsskapandeprocesser kring evolution. Tre gruppbaserade aktiviteter har designats. Videodata har analyserats utifrån ett multimodalt perspektiv på kommunikation. Analysen fokuserar på hur kommunicerade naturvetenskapliga beskrivningar av evolution påverkar aktiviteternas naturvetenskapliga fokus, materials funktion som semiotiska resurser och påverkan på meningsskapande och interaktiva aspekter av att göra naturvetenskap. Avhandlingens resultat visar att barnen, genom att använda material och sina tidigare erfarenheter, för olika resonemang kring varför djur utvecklas och blir olika. Genomgående har barnens syn på världen en betydande roll för meningsskapandeprocessen. Det betyder att barnen, förutom att fokusera på det naturvetenskapliga innehållet i aktiviteterna, också lägger stor vikt vid andra aspekter som är viktiga för dem. Det barncentrerade perspektivet förslås vara en styrka som möjliggör för barn att delta i och engageras av naturvetenskapliga aktiviteter. De material som barnen har tillgång till de i de olika aktiviteterna har tre funktioner. Barnen använder material som meningsgivande resurser, vilket betyder att barnen använder materialens meningspotential. Denna process påverkas av barnens tidigare erfarenheter. Vidare används materialen som kommunikativa- och argumentativa redskap i interaktion med andra. Tillgången till material påverkar således barnens meningsskapande och möjliggör att de kan diskutera evolution påverkar barnens naturvetenskapliga handlande. Avhandlingens resultat visar på en nära relation mellan uppgifters kontext och interaktion. Mer styrda aktiviteter medför mer interaktion mellan barn och vuxna (scaffolding). Mindre styrda aktiviteter, där barnen bygger på sina tidigare erfarenheter, stimulerar istället interaktion mellan barnen (mutual collaboration). Som ett resultat av den vuxnes agerande, läggs det större vikt vid det naturvetenskapliga innehållet (evolution) i scaffolding-interaktioner. Följaktligen är de meningar som skapas i mer styrda aktiviteter mer i linje med naturvetenskapliga förklaringar till evolution. Samtidigt finns det ett samband mellan att den vuxne kliver åt sidan och att barnen kliver fram och gör naturvetenskapliga handlingar som att utvärdera, observera, beskriva och jämföra. Sammanfattningsvis visar den här avhandlingen att uppgifters kontext och material har stor påverkan på barns meningsskapande och hur de gör naturvetenskap.
How the Elephant Got Its Trunk, Ages 6-9 by Steck-Vaughn,Jane Langford Pdf
Little elephant discusses his short trunk with other elephants, a turtle, lion, chimp, Kolo Kolo bird, and then a crocodile tries to bite him which causes Little elephant's nose to grow into a long trunk.
