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Grade 11 ‘quick view’

WORKSHEETS FROM OUR FREE RESOURCES
WWW.EYEBRAINGYM.COM

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Welcome to eyebraingym
worksheets
With these worksheets, we want to give parents who want to help their child
read better a few exercises to help their child/ren at home. This 'quick-view
booklet is the first exercises in various areas, for instance, visual, phonetic,
phonics, alphabet, language, comprehension strategies, and study for Grade
R to 12. These worksheets are part of the Eyebraingym system. There is a
significant learning loss and exacerbated gaps in learning that happened
during the Covid-pandemic. We made some of our worksheets available for
free. You can find more worksheets on request.
Complete the personal information questions on our website, and we will
send you a link where you can download more free worksheets. You can also
contact us by sending an email to [email protected] .
LectorSA is a social impact company researching reading, reading
intervention, reading development, reading aids and visual intelligence. Our
programs are used with great success in reading centres, schools, universities
in South Africa and internationally.
Use these worksheets with love, and please take the following to heart:
1. Start where your child is. Make sure it is easy and that he enjoys the
exercises, then he will want to learn even more. If you are unsure where your
child's skills development is now - go online and do the FREE placement
module on Eyebraingym. You can log in here:
https://webapp.eyebraingym.com/sign-up
2. Keep reading exciting; remember reading is the key to unlimited
knowledge; make it fun; reading should never be a punishment!
4. Reading must progress from the place where we learn to read; until we
read to learn. Your reading skill thus becomes your learning skill.
5. You now have the opportunity in your hands to change your child's future;
use it with wisdom and love.
Reading greetings
the eyebraingym team

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Visual skills
Exercise 1
You have 30 seconds to complete this exercise. Search how many b’s are in
the exercise by moving your eyes from left to right across each line.

c e g m b
t o e s k
w u e t s
p m o k w
u e t s e
w o e b h
u m s g i
j w z o e
k m o t p
e g m w k
e m j k b
i w j x a
b l t s u
u d p g l
m e s p w
e t l b o
i v u d p
m o j y b
s g h d b
m x s y i

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Exercise 2
Use the letter grid on the flashcard and follow the instructions below to find
the hidden word. For each step, start from the indicated block.

w i n d s t y q z i
o f k j y r c u a b
a r t x e q x h o s
g b i l a r h t w b
b y r f t y i m k l
h e b u y q d f j a
o d r t a m x q p t
l a o w d e i k j h
r h s v n b n e r t
f i w d h g d e a c
Move 2 blocks down and 4 blocks left. Letter ___

Move 3 blocks down and 2 blocks right. Letter ___

Move 2 blocks up and 2 blocks left. Letter ___

Move 5 blocks down and 3 blocks left. Letter ___

Move 1 block down and 1 block right. Letter ___

Scramble the letters to form a word: ___________________________

(Complete in 30 – 180 seconds)

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Exercise 3
Decode the letters to form a word.

rnefdi ________________________
nktsihec ________________________
unhma ________________________

Exercise 4
Concentrate on the dot above each line and try to see
all the letters at once. Count and record the number of
times you can see the "g3s".
.
t1a g3s e4v d2d s3m m7c
.
h5s j0n g3s a4f p1j l9f
.
b3s f2j k8a g3s b6c q1x
.
v3b m4d o5r h6z g3m s3g
.
f5n g8s u8b m0d s2g p1n
.
m8x j2n i9t b8s w6e d4t
.
g6s b7r y3k f4k m4b p2s

g3s =

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Exercise 5
Study the WORDS for 60 seconds. After 60 seconds, list all the
words related to a car on the left hand and all the words relating
to a computer on the right hand.

____________ _____________

____________ _____________

____________ _____________

____________ _____________

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Language skills
Interesting language facts
1. The English alphabet consists of 26 letters.
2. Each letter has a capital letter and lowercase letter
3. The English alphabet is based on the Latin script, the
basic set of letters common to various alphabets
originating from the Latin alphabet.
4. The English word 'alphabet' comes from the first two
letters in the Greek alphabet 'Alpha' and 'Beta.'
5. There are five vowels in the English alphabet:

aeiou
6. The remaining 21 letters are consonants:
7. The two letters' a' and 'I' also constitutes words.
8. Until recently (1835), the 27th letter of the alphabet,

bcdfghjklmnpqrstvwxyz
right after z, was the ampersand.
9. In British English, we say Zed, and in American English,
we say Zee.
10. Letters don't always represent the same sounds
in the English language.
11. There are 44 sounds in the English
a. 24 consonant sounds
b. 20 vowel sounds

Vowels:
A sound we make when breath flows out through the
mouth freely, without being blocked. The letters a,e, i,o,u
are called vowels because they are such sounds, but
there are 20 vowels in English, divided into three types:

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Pure vowels (12 sounds)

Short vowels (7 sounds) and Long vowels (5 sounds)
‘i’ in bit, busy, started ‘a’ in bath, car, safari
‘e’ in bed, said, dead ‘o’ in door, saw, walk
‘a’ in cat, mat, apple ‘i’ in bird, work, hurt
‘u’ in cup, up, money ‘ee’ in sheep, eagle, field
‘oo’ in good, put, should ‘oo’ in moon, grew, through
‘o’ in got, what, because
‘e’ in the, about

Diphthongs (8 sounds)
‘ea’ in year, beer
‘ai’ in chair, there
‘o’ in joke, vote
‘ey’ in they, bathe
‘y’ in my, dice
‘oy’ in joy, noise
‘ou’ in out, vow
‘oo’ in poor, moor

Consonant
When saying a consonant, your breath is somehow
blocked on its way out of the mouth. The letters b, c, d, f,
g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, and z are consonants in
English.

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 There are 24 consonants in the spoken language.

They are divided into two groups:
o Voiced sounds
o Voiceless sounds

Voiced sounds (15)

‘b’ in ball, hobby, herb
‘y’ in yes, onion, view
‘d’ in dog, added, played
‘l’ in light, feel, smelly
‘j’ in jam, fudge, danger
‘r’ in right, berry, wrong
‘g’ in green, hug, league
‘w’ in win, one, where
‘v’ in video, move, of
‘th’ in this, mother, with
‘s’ in has, cosy, zebra
‘s’ in visual, leisure, television
‘m’ in man, lamb, tummy
‘n’ in no, funny, knife
‘ng’ in sing, uncle, angry

Voiceless sounds (9)

‘p’ in pen, jump, hopping
‘t’ in table, little, watches
‘ch’ in itch, chips, picture
‘k’ in key, car, luck
‘f’ in fire, laugh, phone
‘th’ in thick, teeth, healthy
‘s’ in see, city, notice
‘sh’ in shop, nation, special NOTE: Every voiceless sound has

‘h’ in house, hungry, who a similar voiced sound

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Digraphs
A digraph is a combination of two letters that makes one
complete speech sound, i.e. 'ch' in chair

Consonant digraphs Vowel Digraphs

ch: chair, each, much, chore ai: train, main, paint
ck: back, rock, neck, duck ay: stay, play, day
gh: tough, laugh, rough ea: team, read, seat
kn: knife, knot, knee ee: freeze, tree, bee
ll: wall, fall, ball oa: boat, soap, goat
ng: wing, sing, ring ue: true, glue, clue
ph: phone, photo, graph
qu: queen, quiet
sh: ship, shoe, dish
th: thing, both, bath
wr: write, wrap

Tense Active Present

Present Simple I write a letter. A letter is written.
Present Continuous I am writing a letter. A letter is being
written.
Past Simple I wrote a letter. A letter was written.
Past Continuous I was writing a letter. A letter was being
written.
Present Perfect I have written a A letter has been
letter. written.
Part Perfect I had written a A letter had been
letter. written.
Future Simple I will write a letter. A letter will be
written.
Future be going to I am going to write A letter is going to
a letter. be written.
Modal I must write a letter. A letter must be
written.
Modal Perfect I should have A letter should have
written a letter. been written.

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Comprehension strategies
Exercise 1
KWL is intended to be an exercise for a study group or class to guide you in
reading and understanding a text. You can adapt it to working alone, but
discussions help. It is composed of only three stages that reflect
a worksheet of three columns with the three letters:

What we What we What we

Know Want to know Learned

K stands for Know

This first stage may surprise you: Think first about, then list, what you know
about the topic before reading! This advanced organiser provides you with a
background to the new material, building a scaffold to support it. Think of it
as a pre-reading inventory.
 Brainstorm!
Before looking at the text, think of keywords, terms, or phrases about
the topic, either in your class or a study group.
 Record these in the K column of your chart until you cannot think of
more.
 Engage your group in a discussion about what you wrote in
the K column.
 Organise the entries into general categories.

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W stands for Will or Want

The second stage is to list a series of questions of what you want to know
more of the subject, based upon what you listed in K.
 Preview the text's table of contents, headings, pictures, charts etc.
Discuss what you want to learn
 List some thoughts on what you want, or expect to learn, generally or
specifically.
Think in terms of what you will learn or what do you want to learn about
this.
 Turn all sentences into questions before writing them down.
They will help you focus your attention during reading.
 List the questions by importance.

L stands for Learned

The final stage is to answer your questions and list what new information you
have learned. Either while reading or after you have finished.
 List out what you learn as you read, either by section or after the whole
work, whichever is comfortable for you.
 Check it against the W column, what you wanted to learn
 Create symbols to indicate main ideas, surprising ideas, questionable
ideas, and those you don't understand!

Expand this exercise beyond K W L:

Add an H!
Stands for HOW you can learn more.
 Pose new questions about the topic
 How can I learn more or answer questions not answered in my
worksheet? These include other sources of information, including
organisations, experts, tutors, websites, librarians, etc.

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I keep six honest serving-men

(They taught me all I knew);
Their names are What and Why and When
And How and Where and Who.
I send them over land and sea,
I send them east and west;
But after they have worked for me,
I give them all a rest.

Kipling, Rudyard. (1902). "The Elephant's Child." In The Kipling Society.

Retrieved August 14, 2007, from
http://www.kipling.org.uk/poems_serving.htm.

Check your understanding

Readers sometimes get stuck when they read, not understanding a word or
losing the train of thought. The difference between a good and a poor
reader is that the good reader realises when comprehension has broken
down and knows what strategy to use to fix it. Many students do not realise
that they do not understand what they read, so teachers must help them
become so engaged in the text that they realise it and immediately know
how to correct themselves when they veer off course.
Here is a list of actions that can help you to fix up comprehension that breaks
down:
 Reread – It is OK to reread text that you've already read. Maybe you
misread a word or left out a word that holds the meaning to the text.
 Read ahead – You might want to continue reading for a couple of
sentences if you are confused. If the confusion does not clear after a
couple of sentences, go back and try another strategy.
 Figure out the unknown words – You may use context clues, identify
roots and affixes, or use a dictionary to determine the meaning. Do not
just skip the word altogether. Look it up in a dictionary or online.

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 Look at sentence structure – Sometimes, an author's style of writing may

contain an awkward sentence structure. Try moving the words around
in your head until they make better sense.
 Make a mental image – Take time to make a movie in your head. As
you read the descriptions of characters or settings, paint a picture. This
strategy will help you visualise and comprehend better.
 Ask questions – If you ask questions as you read, you will be more
actively engaged with the text.
 Make predictions – As you read, think about what might happen next.
You will be making inferences and concluding the characters and plot.
 Stop to think – Every so often as you read, and you should stop and
think about what you have read. If you don't remember anything you
have read, why continue? Pause and summarise in your head.
 Make connections to what you already know – As you read, you should
be thinking about how the information fits with what you know about
yourself, what you've read in other texts, and how things operate in the
real world. This will help you remember what you read.
 Look at the pictures, illustrations, charts, and graphs – These are used by
the author to help you understand what you are reading. Pictures and
illustrations help you visualise what you are reading. Charts and graphs
are used to present the information more visually. By carefully
examining these, you can deepen your level of understanding.
 Read the author's note – Sometimes, the author will present background
information as an author's note. By reading this section, you will be
preparing your brain to take in new information and connect it to what
you have already learned.

Ask for help – When you do not understand what you are reading
and do not know which fix-up strategy to use, ask someone. You
might ask a friend, or you might need help from a teacher or
parent. You should not continue to read if you cannot summarise
what you have read so far. If you do, you are just wasting time
"saying words", and you won't be learning or understanding
anything from the text.

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Study skills and strategies

Getting organised
Getting organised will help you to become successful in your
studies.

Answer these questions to see how organised you are:

Do I... Yes No
…have all the materials my teachers have requested for
my classes?
…record all of my assignments in a student organiser or
planner?
…check my organiser or planner each evening for both
short-term and long-term assignments?
…prioritise assignments and time?
…have a quiet study area set up with necessary supplies
at home?
…have a regular time to work on or complete
assignments and study each evening?

If you have more than two NO answers… you need to make extra
effort to improve your studies. Make sure you are well prepared:
Follow these tips:

1. Find a suitable place to study at home:

 Find a place where you are comfortable and can
concentrate.
 Turn off your cell phone, TV and remove any other
distractions.
 Keep all you will need to complete your homework
handy.

2. In class:
 Have everything available that is needed.
 Pay close attention.
 Ask questions.
 Take notes.

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3. After school:
 Do your homework – it should be your highest priority.
 Make summaries every day.

4. Plan your time:

If you do not plan your study time, you might find that you cannot
prepare for your exams well enough. Preparation for the exam
starts on the first day of school.

 Create a study schedule, estimating the time needed to

complete each task—and stick to it.
 Keep a daily "To Do" list.
 Plan according to your schedule, aptitudes, and goals.
 Plan at least one-hour blocks of study time so you don't stop
just when you've gotten started.
 Work on your most difficult subjects first and prioritise.
 Complete one task before going on to the next.
 Beware of interruptions: phone calls and friends who come
knocking. Ask a family member to take messages for you.
 Learn to say, "No!"
 Balance your activities, allowing time for your family, friends,
and recreation.
 Be prepared for the unexpected and adjust your schedule
accordingly.

Notes:

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Use this table to set aside time for all your activities.
Make sure you set aside at least an hour each day
to review your work and make summaries.

Time Monday Tuesday Wednesday Thursday Friday Saturday

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Goals
Setting goals is crucial. Goals work as a road map; they guide us
towards our destination.

When travelling on the road, there are signs to help us make sure
we're still on track; they tell us how far we've come and how long
the journey is still going to be. We should have signs like these on
our goal map!

Assignment: Take a blank paper and follow the directions. (Below

is an example) Draw paths as in the example.
1. What is your "Destination"?
Get a clear picture of where you want to go.
Write it at the end of your path.

2. What are the Sign Boards that will direct you to your
DESTINATION on your journey?
Write the steps that you will need to take to get to your
destination as signs.

3. Beware of the crossroads. Do not take a turn off that will take
you to a dead-end or roads that get you lost! List the "turn off
roads" you might encounter; Note: If you take a wrong turn off
– don't be discouraged! GET BACK ON TRACK!

4. You might encounter some "roadblocks" along the way. These

are challenges that have the possibility of putting a stop to
your journey. List the possible roadblocks you might
encounter. Next to each ROADBLOCK, write down the detour
you will take to get back on track.

5. You don't want to be on this journey forever! You want to

reach your destination in time to enjoy it! Set a time limit for
you to reach each sign.

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Draw your personal map to success and put it up somewhere
close to your study area. Use it as a motivational aid.
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Metacognition

What is Meta-cognition?
meta = ‘about’ and cognition = thinking
It is purposefully thinking about the strategies
you use when you think and learn. You use
this to understand your own cognitive
performance.

What do we need to
improve meta-cognition?
We need an accurate mind-set
If you believe you can, you can work towards your goal. You have to
understand that you choose to stay where you are or change your future by
changing today.
Nothing has to stay the same... you can grow in every area of your life to
become better, stronger, reach higher.

Know how to set goals

You have to be able to set achievable goals – but still challenge yourself.
Knows how to monitor your achievements towards reaching your goals.
Celebrate your wins, and learn from your losses.

Have the grit to evaluate

If you know how to learn from your losses, you will learn how to do it better
next time. Have the grit to really find out what you could have done better.
This allows you to be prepared for the next time you can seize an opportunity.

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Is smoking a habit or an addiction?

Do you think smoking is bad for one's health?
Will smoking influence the quality of your life?

Read the sentences…

Smoking is supposed to make you popular. This
information is no secret, so you would think that more
people would pay attention. Research shows that
smoking around others can cause them many of the
same health problems smokers have. And more than 485
000 people die from tobacco-related diseases. In our own
country, the statistics are, on average, just about the
same.

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Read the sentences

Words Description
addicted To be dependent on a potential harmful
drug.
emphysema Read the words It is a lung condition causing breathing
impairment.
fascinating It inspires great interest.
smoggy A thick dirty fog lay in the air.
comfortable He was relaxed.
unventilated There was not sufficient air in the room.
apartment They lived in a small flat.
responsible You do not want to be the cause of it.
research He conducted an organised study.
independent They were able to function by themselves.

Nobody knows everything! The best way to learn more is

to know you have gaps in your knowledge. When you
know this, you will start to ask questions – learn how to ask
the right questions:
1. What do I know about this?
2. What do I want to know about this?

After you have studied the information…. ask

3. What did I learn?
4. What did I think I know?
5. What do I want to know more than what I learned?

Use the information on the previous page to practise steps

1 – 5.

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Memory has a few things similar to a Google search algorithm. To

remember better, try to – connect what you learn to what you
already know. The more associations you make to memory – like
linking it to a visual image, a place or a larger story – the more
mental cues you have to find and retrieve it. Try this the next time
you have to earn something new.

What do I know about What do I want to know Try to find answers to

hiking? about hiking? what you want to
know…

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Life skills
Managing your Stress

Stress can be positive or negative. It is your reaction to the source

that will be the deciding factor.

One of the most important life skills that we have to integrate into
our lives is adapting to change and the related stress. Researchers
have concluded that there has been more change in cultural,
social and economic strata in the past 80 years than in the previous
2 million years. These changes will seem slow when compared to
the tempo of change in the coming years. We are living in times of
acceleration.
Check off any of the following which applies to you to discover your
sources of stress:

School
□ I cannot pay attention in class.
□ I study but have trouble passing tests/assignments.
□ I do not understand what my teacher teaches.
□ I am not sure if I can do well in school.
□ My attendance is poor.
□ I am often late for class.
□ I have too many assignments.
□ I cannot stay awake in class.
□ Other? (explain) ________________________________

Money
□ I cannot get the money I need to pay for school.
□ I do not have the money to pay basic expenses.
□ I feel pressured because it costs a lot of money to
come to school.
□ My parents control how much money I spend.
□ I have trouble managing a budget.
□ I cannot get a job.
□ I am financially responsible for someone else.
□ Other? (explain) __________________________

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Relationships
□ I have trouble getting along with family members.
□ I have no friends.
□ I do not know how to meet people.
□ I am fighting with my partner/parents/friends.
□ A family member/friend has been sick or died.
□ I find it hard to express my feelings.
□ I am lonely.
□ Other? (explain) ________________________________

Body, Mind and Feelings

□ I do not know how to eat healthily.
□ I do not know what to do for exercise
□ I have gained/ lost some weight.
□ I am tired and sleeping more/ less than normal.
□ I feel sad/ depressed.
□ I do not feel like anyone cares about me.
□ I do not want to do things that I used to like to do.
□ I feel like I have too much pressure.
□ Other? (explain) ________________________________

Stress Management is the ability to maintain control when

situations, people, and events make excessive demands.

Strategies to manage stress:

1. Ask yourself if there is anything that you can do to change the
situation.
2. Set realistic goals for yourself.
3. Give yourself a break from the stressful situation – if possible, for
an hour or so every day.
4. Don't try to fix or complete everything at once. Rather focus on
what is at hand at this moment.
5. Learn how to prioritise.
6. Make a choice to change the way you react to things.
7. Make a choice and change your perception of your situation.
8. Do something for others.
9. Get enough sleep.
10. Get regular exercise
11. Eat healthily
12. Use stress to your advantage.

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We hope you enjoyed these worksheets!

This 'quick view' booklet is the first exercises in

several areas:
 visual,
 comprehension,
 study
 'Think about learning',
 language etc ...
of our available online worksheets.

Fill in the personal information questions on our

website, and we will send you a link where you can
download free worksheets.
You can also contact us by sending an email to
[email protected].

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