Page 4 - Grade 5

Serbian Mother Tongue

Nakon proslave dana Svetog Save učenici petog razreda su nastavili sa učenjem o
dinastiji Nemanjića iz koje je Sava potekao. U sklopu nje smo se upoznali a najistak-
nutijim vladarima iz ove vladarske loze Stefanom Nemanjom, Stefanom Prvovenča-
nim, Urošom I, Stefanom Dečanskim, carom Dušanom i drugima. Proučavali smo i Milena Jovanovic
kako se u to vreme živelo na dvoru, na selima, u manastirima, kako se putovalo, Serbian Language
kako su se ljudi lečili i kojim su se zanatima bavili. O vladarima smo najviše saznali Teacher
čitajući „Knjigu o Marku“ Svetlane Velmar Janković. Knjiga se sastoji od uzbudljivih i
interesantnih bajki u kojima su protagonisti vladari iz ove dinastije. Pročitali smo
priče „Biljka čudotvorka“, „Plavetna ribica“ i „Dečak i soko.“ U proteklih par nedelja
smo radili i testove iz čitanja, pisanja i slušanja. U sklopu procene pisanja učenici su
napisali lične priče o tome kako su naučili zašto je važno biti hrabar ili kakav je
osećaj pomoći nekome.

EAL

Grade 5 students continued learning about nouns, verbs, adjectives. We learned
about the comparative and superlative forms of adjectives and identified basic
spelling generalizations. We also revisited our understandings of syllables, conso-
nants and vowels. We talked about idioms and how they are used. We then identi-
fied these grammatical items in the books we read. Grade 5 students read and dis-
cussed a great variety of books belonging to different genres. The important Visnja Plecas
themes we touched upon included conflict and conflict resolution, freedom, the EAL Teacher
need to work hard in life, to persevere and have integrity. While reading these
books we also focused on developing the students’ vocabulary - we talked about
how authors use language to enhance their meaning and discussed their word
choices. In this period we also focused on developing the students’ listening skills
and oral expression. When reporting back or talking about a character or theme
from the books we had read, the students were expected to use complete sentenc-
es, and to use the new vocabulary they had acquired. They were also encouraged
to pick up on each other’s comments and develop coherent and connected dis-
course.

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