Vocabulary words for fifth graders: Academic vocabulary words for 5th graders

Vocabulary Lessons for Grade 5

Fifth Grade Vocabulary Lessons

• Lesson 1
• Lesson 2
• Lesson 3
• Lesson 4
• Lesson 5
• Lesson 6
• Lesson 7
• Lesson 8
• Lesson 9
• Lesson 10
• Lesson 11
• Lesson 12
• Lesson 13
• Lesson 14
• Lesson 15
• Lesson 16
• Lesson 17
• Lesson 18
• Lesson 19
• Lesson 20
• Lesson 21
• Lesson 22
• Lesson 23
• Lesson 24
• Lesson 25
• Lesson 26
• Lesson 27
• Lesson 28
• Lesson 29
• Lesson 30

Sounds of igh, oa, shr, and thr.

Vocabulary Lesson 1

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Vocabulary Lesson 2

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Vocabulary Lesson 3

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Long and short sounds of A, and short sound of E.

Vocabulary Lesson 4

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Vocabulary Lesson 5

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Vocabulary Lesson 6

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Short sounds of vowels under the accent.

Vocabulary Lesson 7

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SOUNDS OF THE VOWELS, DIPTHONGS, AND CONSONANTS.

In this lesson, and in the pages immediately following, will be found forty-three exercises on the various sounds of the English language. Some of these have been given already, but are repeated here for the more thorough instruction of the pupil. Let the teacher carefully discriminate between the different sounds of the vowels, and fully drill the scholars in their correct enunciation.

1. Regular long sound of A, marked a.

Vocabulary Lesson 8

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2. Regular short sound of A, marked a.

Vocabulary Lesson 9

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3. Sound of A before r in such words as air, care, marked a

Vocabulary Lesson 10

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4. Sounds of the Italian A, as in arm, marked a.

Vocabulary Lesson 11

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5. Sound of A in certain words before ff, ft, ss, st, sk, sp, and in a few before nce and nt, marked a, as in staff.

Vocabulary Lesson 12

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6. Sound of broad A. as in all, marked a.

Vocabulary Lesson 13

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7. Short sound of broad A, as in what, marked a.

Vocabulary Lesson 14

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8. Regular long sound of E, as in eve, marked e.

Vocabulary Lesson 15

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9. Regular short sound of E, as in end, marked e.

Vocabulary Lesson 16

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10. Sound of E as in there, marked e. This corresponds with the sound of a.

11. Sound of E like a, as in prey, marked e.

Vocabulary Lesson 17

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12. Sound of E before r, verging toward the sound of u in urge, and marked e.

Vocabulary Lesson 18

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13. Regular long sound of I as in ice, marked i.

Vocabulary Lesson 19

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14. Regular short sound of I, as in ill, marked i.

Vocabulary Lesson 20

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15. Sound of I like that of long e, as in pique, marked i.

Vocabulary Lesson 21

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16. Sound of I before r, verging toward u in urge, marked i.

Vocabulary Lesson 22

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17. Regular long sound of O, as in old, marked o.

Vocabulary Lesson 23

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18. Regular short sound of O, as in not, marked o.

Vocabulary Lesson 24

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19. Sound of O like short u, as in dove, marked o.

Vocabulary Lesson 25

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20. Sound of O like oo long, as in do, marked o.

Vocabulary Lesson 26

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21. Sound of O like oo short, as in wolf, marked o.

Vocabulary Lesson 27

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22. Sound of O like a (broad a), as if form, marked o.

23. Another mark has been added in this book to indicate a sound of O where it precedes r, as in work, marked o.

Vocabulary Lesson 28

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24. Regular long sound of double O, as in moon, marked oo.

Vocabulary Lesson 29

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25. Regular short sound of double O, as in wool, marked oo.

Vocabulary Lesson 30

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Spelling Lists Based on McGuffey’s Eclectic Spelling Book, by W. H. McGuffey.

5th Grade SBAC Vocabulary Words

A	B
account	a report or description of an event or experience.
adjectives	word used to modify or describe a noun or pronoun
affix	a prefix or suffix –
an additional element placed at the beginning or end of a root	stem
antonym	A word that means the opposite of another word
appropriate information	Information that supports an idea
article	a written composition in prose
audience (as in writer’s audience)	audience refers to the spectators
author	a writer of a book
author’s message	main idea theme or lesson the author wants to communicate to the reader
author’s point of view	how the author feels about the subject he or she is writing about
blog	a Web log
capitals/capitalization	writing a word with its first letter as a capital letter
central idea	the most important point the author makes
characters	people
character’s actions	what the character does that shows characterization
characters’ relationships	relationships among various characters
chart	a graphical representation of data
clear language	word use that is easy to understand and comprehend
comma	use a comma to separate the elements in a series (three or more things)
compare and contrast	when you compare two things
conclude	(v. ) to finish; to bring something to an end; to decide after careful thought
concluding statement	the sentence that ends a paragraph and summarizes or restates the theme or message of the paragraph
conclusion drawn	After evidence or data has been produced and described or arguments made
conclusion	a summary based on evidence or facts
conflict	a serious disagreement or argument
connect ideas (transitions in writing)	Connections between sentences
convince	persuade
definition(s)	a statement that describes the essence
describe	tell the facts
details	isolated facts that support ideas
develop ideas	prior to brainstorm
elaboration	to expand or build upon something that was done or said
dialogue	a conversation between two or more characters
dictionary entry	a segment of text in a dictionary that contains all the information about a word-spelling
draft	first rough form; make a draft of
edit	a change or correction made as a result of editing.
encyclopedia	a book or set of books containing articles
errors	mistakes
event	an event is something that occurs; party
evidence	collected body of data from observations and experiments
example	a thing which is seen as a model
explain	to descrip
flashback	a method of narration in which present action is temporarily interrupted so that the reader can witness past events
grammar usage	applies standard grammar and usage to communicate clearly and effectively in writing
heading	a line of text serving to indicate what the passage below it is about
imaginary	fictional
infer /inference(s)/	to think something without knowing
inference(s) made	the process of inferring things based on what is already known
inform	give (someone) facts or information; tell
information	facts or details that tell you
informational paper	a paper telling what something is
informational articles	writing that gives facts and details
Internet	a global network connecting millions of computers
introduction	the beginning of a speech
key details	important details in a story that support the main idea
key events	it means that there is something important and you need to know it
key idea	the most important or central thought of a paragraph or larger section of text
main characters	the central or important character in the story
main idea	the author’s central thought; the chief topic of a text expressed or implied in a word or phrase; the topic sentence of a paragraph
main problem	conflict
meaning	definition
mental picture (writing)	a mental image or mental picture is the representation in a person’s mind of the physical world outside of that person
narrative (story)	A spoken or written account of connected events; a story. To write a narrative story
narrator	person telling the story
notes	to capture a quick thought
opening (beginning)	the opening of a short story or novel is just that—the very beginning
opinion	a view or judgment formed about something
opposite	contrary
order of events	chronology
organize(d)/organization of ideas	sometimes called essay structure
paragraph	a section of writing that has a topic and concluding sentences
passage	a section of text
phrase	a grouping of words that define or clarify. The syntactical definition of “phrase” is a group of words that is not a sentence because there is no verb
plot	sequence of events in a story
poem	a piece of writing that usually has figurative language and that is written in separate lines that often have a repeated rhythm and sometimes rhyme
point of view/view (point)	a particular attitude or way of considering a matter.
pre-writing	select topic
presentation (listening stimulus)	who communicates effectively – demonstrating active listening
communication	and the ability to integrate oral/visual/graphic information
punctuation	the marks used to clarify meaning by indicating separation of words into sentences and clauses and phrases
purpose (e. g.	author’s or speaker’s)
purpose for writing	to inform
quotation	a passage or expression that is quoted or cited
reason(s)	a statement presented in justification or explanation of a belief or action
relationship	a bond or connection you have with other people
report	a written document describing the findings through research
research	the systematic study of materials and sources in order to establish facts and reach new conclusions
research question	a question that can be answered by an experiment or series of experiments
research report	an oral presentation or written statement of research results
revise	to make corrections to; edit or redo
root word	the base word you start with before adding prefixes or suffixes
section	any of the more or less distinct parts into which something is or may be divided or from which it is made up.
sensory details	words and phrases that create imagery by using the 5 senses
setting	the context in time and place in which the action of a story occurs.
similar	having qualities in common or resembling
skim	read or glance through quickly; touch lightly in passing; brush; remove from the surface of a liquid
sources	a place
speaker	a term used for the author
exact word(s)	verbatim
word choice(s)	replacing words or phrases for emotional affect
spell check	a feature used to automatically locate and correct spelling errors
spelling errors	These errors are identified when there is a misspelling in a word. Underlined in Red.
stanza	a group of lines in a poem
summary	a retelling of the most important parts of what was read.
supporting details	details that support the main idea
reasons	a statement presented in justification or explanation of a belief or action
synonym	a word that means the same as another word
theme	central idea of a work of literature
timeline	chronology
title	a brief way to describe the content of a book
topic	subject
transitions	Any word or phrase (group of words) used to move from one idea to the next
trustworthy source	reliable
underline	a text style that puts a line under text
tense shift	changing from one verb tense to another
webpage	part of a website
diagram	a drawing intended to explain how something works
bar graph	a graph that uses horizontal or vertical bars to display data

Four Fun and Easy Vocabulary Word Games to Play with Your Class

Fun vocabulary games can be a powerful tool in the upper-elementary classroom!  As elementary students progress from learning to read to reading to learn, content area vocabulary becomes a crucial part of instruction.   Each content subject area such as math, social studies, and science has its own unique set of vocabulary words.  Students need to be introduced to and repeatedly exposed to the vocabulary terms that are important in each unit if they are to develop a deep understanding of a specific content area.

I have found that incorporating a variety of fun and easy vocabulary review games into our schedule motivates my students to spend a few extra minutes studying their words in preparation for the big game!  

Egg Hunt Review

Egg hunt review is a game that my students always love to play!  It gets them out of their seats and moving around as they search the classroom high and low for plastic eggs.  The only materials needed to play this game are plastic eggs, some strips of paper, and notebook paper.  Before your students come into class, number and write a definition on each slip of paper.   For example, one slip of paper might read, “1. a written request from a number of people”.  Fold up the slip of paper and place it inside one of the plastic eggs.  After recording all of the definitions and placing them inside of the eggs, hide the eggs around the classroom.  

When you’re ready to play with the class, have each student take out a piece of paper and number it accordingly.  If you hid 20 eggs around the room, tell the class to number from 1-20.  It’s always more fun to play with friends, so I have my kids work in pairs or small groups.  When the game begins, one student from each group goes on the hunt for an egg.  

They bring the egg back to their group, open it up, and read the definition aloud.  The students then need to figure out which vocabulary word goes with the definition and write it on the corresponding line.  If the definition read, “5. a soldier who is paid to fight for a foreign country”, then the students would write “mercenary” next to number 5 on their paper.  The student who found the egg then puts the slip of paper back inside, places it back wherever they found it, and then returns to the group so the next student may take their turn finding an egg.  

One of the things I like about this vocabulary review game is that I can just set a time limit based on how much time we have available to play.  When time is up, I tell all the students to return their eggs, and then we begin going over the answers.  I draw a random name stick and have that student go find an egg and read the definition out loud to the class.  We discuss the correct answer, and students check their own papers to see if they got that one right.  I collect the slip of paper and empty egg from the student, and call another name to find our next egg.  By the time we are done going over all of the answers, I don’t have any clean up to do on my own.  

Hoop Shoot Review

Hoop shoot review is another class favorite that only requires a trash can, a ball or wad of paper, and a list of the words and definitions for you to use.  Divide the class into two or more teams.  Place the trash can in a strategic location and mark the spot on the floor with tape to indicate where the students need to stand.  One student comes up to the line, and you read them a definition.  If they identify the correct word, they earn their team one point.  Then they attempt a “free throw” at the trash can to earn a bonus point for their team.  So easy and always a hit with the kids!

Vocabulary Bingo

Elementary age kids always love a good game of Bingo, and I found the perfect online Bingo card maker!  You can play virtual Bingo or print out cards.  It’s free for up to 30 students!  

First, you need to decide which size Bingo card you would like to create.   On the left-hand side, go down to “Templates” and choose between a 3×3, 4×4, or 5×5 card.  Click on the template you would like to use.

Next, you will type in your title and all of your vocabulary words.  

Click on “Next Step”, and you are ready to play Bingo online or print your cards!  This is such an easy way to create a vocabulary word game that you can use year after year.

Swat the Vocab!

Swat the Vocab is the vocabulary review game that my students request the most!  It gets very competitive and exciting!  All you really need to play is a whiteboard or chalkboard and some fly swatters.  For social studies, I have all of the content vocabulary words printed on cardstock with an image of a fly, but you can just simply write the words on your board.   Make sure to spread them out as much as you can.  Divide your class into three or more teams.  Have one player from each team come up to the front and get a fly swatter.  Read a definition out loud, and watch out!  The student who swats the correct vocabulary word first earns their team a point.  It happens so fast, I had to tell my kids to hold their position when swatting so I could see which fly swatter had swatted the word first.

I have no doubts that if you begin playing these fun vocabulary word games with your class, they will be more motivated to study their words!

❗️norm for children of different ages☘️, games ( ͡ʘ ͜ʖ ͡ʘ)

Content

1. What is the vocabulary of children
2. Vocabulary norms for different ages
3. How to find out the number of words in a child’s vocabulary060 90 kids
4. Educational games

A person’s vocabulary (lexicon) is a set of words that he actively uses. The richer the vocabulary, the more competent and beautiful the speech will be. The ability to correctly express your thoughts helps in communication, at work or in school. That is why parents are so worried that the baby’s vocabulary is constantly replenished, starting from a very young age.

What is the vocabulary of children

Vocabulary is active and passive. An active lexicon is a set of words that a small person actively uses in life. Passive vocabulary is those words and expressions, the meaning of which the child understands, but almost never uses.

For example, a mother shows pictures of animals to a one-year-old child: “This is a dog, this is a cat, this is a horse.” The baby knows the names of animals, but these words remain in his passive vocabulary, since he cannot yet say them himself. When the baby can name which animal is shown in the picture, the word from the passive lexicon goes into the active vocabulary. The vocabulary of passive words is always larger, and this does not only apply to children. Many adults understand the meaning of the words “not at all”, “catharsis”, “frustration”, but do not use them in their speech. So children expand the passive vocabulary, which they may use in the future.

Read also: Unsuccessful experience of learning to read using the Doman method: mother’s story

Vocabulary norms for different ages

Each child develops individually, but there are average indicators that parents can use to navigate:

900 – up to 10 words;
• 1.5 years – from 20 to 40 words;
• 2 years – from 50 to 200 words;
• 3 years – up to 1000 words;
• 4 years – 1500-1900;
• 5 years – about 1100-1200;
• 6 years – 3200-3500 words.

When a baby starts talking actively, his vocabulary is rapidly replenished with new words. Every year it increases, and by the age of 6-7 years the lexicon can be more than 3000 words.

How to find out the number of words in a child’s vocabulary

Parents are often at a loss not knowing how to count the passive words in their baby’s vocabulary. Show the baby a picture of animals, plants, trees, food, people. Ask the kid to show, for example, a bear, a pear, a doctor. If the child correctly shows what you are asking for, then this word is in the passive dictionary.

The active dictionary can contain not only understandable names, but also onomatopoeia: “ko-ko”, “woof-woof”, “meow-meow”, “beep”, etc. The following can also be referred to the active dictionary:

• distorted names: “baka” instead of “dog”, “tyaka” instead of “tractor”, etc.;
• incorrect words: “deduka” instead of “grandfather”, “visiped” instead of “bicycle”;
• is a phrase that has several meanings at once: “ma” is mom, pasta, and marmalade.

Parents are encouraged to keep a speech diary to keep track of their vocabulary development. This will help to recognize delays in the development of speech in time and contact a specialist for further correction.

Read also: 5 of the best games for children and adults to develop creativity

Develop vocabulary in babies

From an early age, parents need to make efforts so that the child’s vocabulary is constantly replenished with new names and concepts. What can be done for this?

1. Read books. With the help of stories and fairy tales, we expand the horizons of the baby, teach to perceive new information, fantasize and dream. For example, a child can see a live toucan or giraffe only at the zoo, but with the help of a book he will get to know new animals, birds, and learn a lot of interesting things about them. For young children, buy books with bright, colorful illustrations. You can purchase editions with tactile pictures that the baby can touch with his fingers. Tell about everything that the child sees in the picture: “Look, what a beautiful farm! Where is the rooster? And the chicken? Show me the pig, please.”
2. We talk more. From the very birth, pronounce your actions: “Now I will change your clothes, and we will go for a walk”, “Mom will cook a delicious porridge, and we will have breakfast.” While walking, tell your child about trees, flowers, buildings. At home, name all the items that you take in your hands: toys, clothes, food, etc. Constantly talk with the baby, use synonyms, watch the emotional coloring of your speech. Show the whole emotional palette of words so that the baby is aware of what mom feels when she explains or says something.

Educational games

A child learns about the world through games. How can you expand your vocabulary through games?

1. “Edible-inedible”. Game for children from 3 years old. The host (or mother) throws the ball to the child and names the object. If it can be eaten, the baby catches the ball, if the item is inedible, the ball does not need to be caught. You can change the conditions of the game, for example, the participant must catch the ball if the leader calls something soft.
2. “Who is more.” A good game to play, for example, in line or on the way to kindergarten. We come up with a category of words, for example, pets. We call pets in turn: a dog, a cat, a cockerel, a chicken, a cow, etc. The winner is the one who remembers more pets. By the way, in this game, mom can give in a little so that the baby feels like a real winner.
3. “Children’s crocodile”. The child chooses some thing or toy, but does not tell the rest of the participants what he has chosen. Then the kid must describe in words the chosen thing, but you can’t name it. Then the players change places.
4. “We select antonyms”. You tell the child a word, and he must choose an antonym: night-day, sun-moon, sky-earth, evil-kind, crying-laughing, etc.
5. “Truth or fiction?”. You offer the kid fictional or real statements, and his task is to agree with you or find errors. For example, a dog is bigger than an elephant, chickens eat semolina, a dog likes a bone, and so on.

The task of parents is to help their son or daughter develop competent, rich speech. To do this, you need to constantly talk with the child, replenish his vocabulary, read books, offer educational games. The more you engage in the development of speech with your child, the easier it will be for him to study, work and express his thoughts in the future.

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15-Jul-2022	Development of interpersonal relations in the educational team of primary school students with visual impairment	Koposova, A. I.
15-JUL-2022	The work of the Tiflopedagogue development for the development of high school students with visual impairment in the process of studying mythology
15-Jul-2022	Education of gender identity in children of primary school age with visual impairment	Gracheva, P. A.
15-JUL-2022	Development of monologic oral speech of primary school students with visual impairment in visual lessons	Kamalova, T.
15-2022 9022 9003 in junior schoolchildren with visual impairments in the lessons “The world around”	Bugreeva, K. E.
15-Jul-2022	vision	Bryzgalova, K. A.
15-JUL-2022	Development of the imagination of younger schoolchildren with visual impairments through art therapy	Bolshakova, A. A. A. A. A. A. A. A. A. A. A. A. A. A. A. A. A. A. A. A. A. A. A.abya A. A. -Jul-2022	Work on the development of the emotional sphere of junior schoolchildren with visual impairments in the lessons of literary reading	Vasilyeva, N. A.
15-Jul-2022	Development of productive interaction of primary school students with visual impairments with peers and adults in extracurricular activities	Tushkova, A. A.
15-JUL-200147	Development of vision in the lessons of the world around	Stepanenko, V. A.
15-Jul-2022	Corrective work on the development of the dialogical form of speech in students in primary school with visual impairment in the philological cycle	Bochkova, P.S.
15-JUL-2022	Development of creative abilities in visually impaired primary school students in extracurricular activities	Solovieva, Soloviev 15-Jul-2022	Corrective work on the semantics of the word in the vocabulary of a student in primary school with visual impairment	Shestakova, Yu. D.
15-JUL-2022	Formation of ideas about the world’s surrounding world with visual impairment	Shaimuratov, A.M. and social interaction skills of primary school students with visual impairment	Pestysheva, V. E.
15-Jul-2022	Spiritual and moral education of students with visual impairment in the process of artistic and aesthetic activity	Paklin, A. A.
15-JUL-2022	Development of communicative skills in visually impaired primary classes in extracurricular activities		7777, V.A. -Jul-2022	Development of compensatory-adaptive mechanisms in primary school students with visual impairment in remedial classes	Kosolapova, V. E.
15-JUL-2022	Correctional work on memory development in younger students with visual impairment in mathematics lessons	Kozyrev, E. A.
15-JUL-2022 9003. pedagogical correction of the emotional-volitional sphere in primary school students with visual impairment in literary reading lessons	Kornilova, A. A.

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Vocabulary – Year of Literature

Text: Natalya Lebedeva

Photo: bookbridge.spb.ru

40 percent of students experience learning difficulties due to poor vocabulary. The older children get, the more problems they have. It is no longer only about a misread text or an unfulfilled task, but about the possibility of normal communication between people. These are the disturbing data from a new study of the language culture of schoolchildren, conducted by experts from the University of Oxford. In Russia, the situation, according to experts, is no better. But a taste for a good and rich native language can be developed. And a dictionary will help. How exactly, we deal with experts.

For most people, the dictionary is the custodian of academic knowledge, fat and clumsy. Why waste time flipping through this multi-page giant when it is much easier to find the right word or concept on the Internet.

— Would you like to fly a plane made by people who used the Internet for their drawings and calculations? – asks the general director of NP “Native Word” Konstantin Derevyanko . — Why do you allow yourself to be inaccurate and careless in language. Precision is just as important in language as it is in mathematics and physics.

Maria Rovinskaya , Deputy Head of the HSE School of Philology , insists that the Russian language requires precision. A person does not have to remember the names of all the capitals and reproduce the laws of physics from memory, because he knows where to look. The same is true for the Russian language. The fact that we speak this language from birth does not mean that we are fluent in it.