Get help with English Language Arts, Grade 7
Most tutoring makes you sit through material you already know. MapleMind flips that: pick the exact skill that's causing trouble — any of the 40 below — and the tutor teaches just that one, step by step, as many times as it takes. Ask questions in plain words, any time of day, in English, French, or 12 other languages.
The official New Brunswick English Language Arts, Grade 7 curriculum
New Brunswick defines English Language Arts, Grade 7 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source New Brunswick's official K-12 education resourcesRead it on the government site — www2.gnb.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand SL | 12 | Speaking and Listening |
| Strand RV | 14 | Reading and Viewing |
| Strand WR | 14 | Writing and Representing |
Every skill below, taught one on one.
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How MapleMind teaches English Language Arts, Grade 7 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Speaking and ListeningOfficial strand · Strand SL
GCOs 1-3 (woven): speaking and listening to explore, clarify, and reflect; communicating information effectively and responding personally and critically; and interacting with sensitivity and respect.
Exploring and clarifying ideas in talk (GCO 1)
- Sustaining discussion through many contributorsNB-ELA-7.1.1 — Recognize that contributions from many participants are needed to generate and sustain discussions.
- Asking questions that call for elaboration and clarificationNB-ELA-7.1.2 — Know how and when to ask questions that call for elaboration and clarification, and give appropriate responses when asked for the same.
- Expressing a point of view clearly and with convictionNB-ELA-7.1.3 — Express clearly and with conviction a personal point of view, and be able to support that position.
- Listening to grasp essential elements and supporting detailsNB-ELA-7.1.4 — Listen attentively to grasp the essential elements of a message, and recognize and consider supporting details.
Communicating and evaluating talk (GCO 2)
- Participating with strategies for effective talkNB-ELA-7.2.1 — Participate in small-group conversation and whole-class discussion, recognizing that a range of strategies contribute to effective talk.
- Adapting communication choices to purpose and audienceNB-ELA-7.2.2 — Recognize that different purposes and audiences influence communication choices such as vocabulary, sentence structure, rate of speech, and tone, and consider appropriate choices in various contexts.
- Following instructions and responding to questions and directionsNB-ELA-7.2.3 — Follow instructions and respond to questions and directions.
- Evaluating speakers and identifying verbal and non-verbal cuesNB-ELA-7.2.4 — Evaluate speakers and the effectiveness of their talk in particular contexts, and identify the verbal and non-verbal language cues speakers use.
Interacting with sensitivity and respect (GCO 3)
- Demonstrating active speaking and listening skillsNB-ELA-7.3.1 — Demonstrate active speaking and listening skills, such as making eye contact, rephrasing, clarifying comments, and extending, refining, or summarizing points.
- Expressing opinions with sensitivity to othersNB-ELA-7.3.2 — Demonstrate respect for others by developing effective ways to express personal opinions that reflect sensitivity to others, including differences in culture and language.
- Recognizing how spoken language reveals values and influencesNB-ELA-7.3.3 — Recognize that spoken language reveals values and attitudes such as bias, beliefs, and prejudice, and understand how language is used to influence and manipulate.
- Matching speaking conventions to different situationsNB-ELA-7.3.4 — Recognize that different situations (interviews, speeches, debates, conversation) require different speaking and listening conventions appropriate to the situation.
The official wording — 12 outcomes in this unit
- NB-ELA-7.1.1
recognize that contributions from many participants are needed to generate and sustain discussions
- NB-ELA-7.1.2
know how and when to ask questions that call for elaboration and clarification; give appropriate responses when asked for the same information
- NB-ELA-7.1.3
express clearly and with conviction a personal point of view, and be able to support that position
- NB-ELA-7.1.4
listen attentively to grasp the essential elements of a message, and recognize and consider supporting details
- NB-ELA-7.2.1
participate in small-group conversation and whole-class discussion, recognizing that there are a range of strategies that contribute to effective talk
- NB-ELA-7.2.2
recognize that different purposes and audiences influence communication choices such as vocabulary, sentence structure, rate of speech, and tone during talk; consider appropriate communication choices in various speaking contexts
- NB-ELA-7.2.3
follow instructions and respond to questions and directions
- NB-ELA-7.2.4
evaluate speakers and the effectiveness of their talk in particular contexts; identify the verbal and non-verbal language cues used by speakers (e.g., repetition, volume, eye contact)
- NB-ELA-7.3.1
demonstrate active speaking and listening skills, such as making eye contact; rephrasing when appropriate; clarifying comments; and extending, refining, and/or summarizing points already made
- NB-ELA-7.3.2
demonstrate a respect for others by developing effective ways to express personal opinions such that they reflect sensitivity to others, including differences in culture and language
- NB-ELA-7.3.3
recognize that spoken language reveals values and attitudes such as bias, beliefs, and prejudice, and understand how language is used to influence and manipulate
- NB-ELA-7.3.4
recognize that different situations (interviews, speeches, debates, conversation) require different speaking and listening conventions (questioning techniques, persuasive talk, formal language) appropriate to the situation
Unit 2Reading and ViewingOfficial strand · Strand RV
GCOs 4-7 (woven): selecting, reading, and viewing a range of texts; interpreting, selecting, and combining information; responding personally; and responding critically applying understanding of language, form, and genre.
Selecting, reading, and navigating texts (GCO 4)
- Selecting texts for learning needs and special interestsNB-ELA-7.4.1 — Select texts that address their learning needs and range of special interests.
- Reading widely across young adult fiction and literatureNB-ELA-7.4.2 — Read widely and experience a variety of young adult fiction and literature from different provinces and countries.
- Developing independence in reading strategies and cueing systemsNB-ELA-7.4.4 — Develop some independence in recognizing and using reading and viewing strategies and cueing systems to construct meaning in increasingly complex texts.
- Talking and writing about reading processes and strategiesNB-ELA-7.4.5 — Talk and write about the processes and strategies readers and viewers apply, and recognize and articulate the personal processes used.
Finding and combining information (GCO 5)
- Articulating personal and learning needs with independenceNB-ELA-7.5.1 — Identify and articulate personal needs and personal learning needs with growing clarity and some independence.
- Using a range of print and non-print information sourcesNB-ELA-7.5.2 — Become increasingly aware of and periodically use the many print and non-print sources through which information can be accessed and selected.
- Using research strategies to guide inquiryNB-ELA-7.5.3 — Use research strategies such as issue mapping and webbing to guide research.
Responding personally and critically (GCOs 6-7)
- Extending personal responses with detailed reactionsNB-ELA-7.6.1 — Extend personal responses, orally or in writing, to print and non-print texts by explaining in some detail initial or basic reactions.
- Making evaluations and expressing points of viewNB-ELA-7.6.2 — Make evaluations or judgments about texts and learn to express personal points of view.
- Finding evidence to support personal viewsNB-ELA-7.6.3 — While learning to express personal points of view, develop the ability to find evidence and examples in texts to support personal views about themes, issues, and situations.
- Recognizing bias and structure in print and media textsNB-ELA-7.7.1 — Recognize that print and media texts can be biased, and become aware of ways information is organized and structured to suit a particular point of view.
- Recognizing that texts are constructed for readers and purposesNB-ELA-7.7.2 — Recognize that print and media texts are constructed for particular readers and purposes, and begin to identify the textual elements authors use.
- Responding critically to the form, structure, and content of textsNB-ELA-7.7.3 — Develop an ability to respond critically to various texts by identifying, describing, and discussing form, structure, and content, and how values and points of view influence how writers create and readers interpret texts.
The official wording — 14 outcomes in this unit
- NB-ELA-7.4.1
select texts that address their learning needs and range of special interests
- NB-ELA-7.4.2
read widely and experience a variety of young adult fiction and literature from different provinces and countries
- NB-ELA-7.4.3
demonstrate an awareness of how authors use pictorial, typographical, and organizational devices, such as photos, titles, headings, and bold print, to achieve certain purposes in their writing, and use those devices more regularly to construct meaning and enhance understanding
- NB-ELA-7.4.4
develop some independence in recognizing and using various reading and viewing strategies (predicting, questioning, etc.) and in using cueing systems (graphophonic, contextual, syntactic, etc.) to construct meaning; apply and develop these strategies and systems while reading and viewing increasingly complex print and media texts
- NB-ELA-7.4.5
talk and write about the various processes and strategies readers and viewers apply when constructing meaning from various texts; recognize and articulate personal processes and strategies used when reading or viewing various texts
- NB-ELA-7.5.1
identify and articulate personal needs and personal learning needs with growing clarity and some independence
- NB-ELA-7.5.2
become increasingly aware of and use periodically the many print and non-print sources (Internet, documentaries, interviews) through which information can be accessed and selected
- NB-ELA-7.5.3
use research strategies such as issue mapping and webbing to guide research
- NB-ELA-7.6.1
extend personal responses, either orally or in writing, to print and non-print texts by explaining in some detail initial or basic reactions to those texts
- NB-ELA-7.6.2
make evaluations or judgments about texts and learn to express personal points of view
- NB-ELA-7.6.3
while learning to express personal points of view, develop the ability to find evidence and examples in texts to support personal views about themes, issues, and situations
- NB-ELA-7.7.1
recognize that print and media texts can be biased, and become aware of some of the ways that information is organized and structured to suit a particular point of view
- NB-ELA-7.7.2
recognize that print and media texts are constructed for particular readers and purposes; begin to identify the textual elements used by authors
- NB-ELA-7.7.3
develop an ability to respond critically to various texts in a variety of ways, such as by identifying, describing, and discussing the form, structure, and content of texts
Unit 3Writing and RepresentingOfficial strand · Strand WR
GCOs 8-10 (woven): using writing and representing to explore, clarify, and reflect; creating texts collaboratively and independently for a range of audiences and purposes; and using a range of strategies and conventions to develop effective writing and representing.
Writing and representing to explore and reflect (GCO 8)
- Experimenting with strategies to explore learningNB-ELA-7.8.1 — Experiment with a range of strategies to extend and explore learning, reflect on ideas, and identify problems and consider solutions.
- Describing writing strategies and personal growthNB-ELA-7.8.2 — Become aware of and describe the writing strategies that help them learn, and express an understanding of personal growth as language learners and users.
- Understanding purposeful note-making in many formsNB-ELA-7.8.3 — Understand that note-making is purposeful and has many purposes and forms.
- Integrating interesting effects in imaginative writingNB-ELA-7.8.4 — Demonstrate an ability to integrate interesting effects in imaginative writing, such as considering thoughts and feelings, adding detail, correcting inconsistencies, and selecting sophisticated vocabulary.
Creating texts for audiences and purposes (GCO 9)
- Producing a range of writing formsNB-ELA-7.9.1 — Produce a range of writing forms such as stories, journals, letters, speeches, reports, poems, and advertisements.
- Recognizing how purpose and reader influence choice of formNB-ELA-7.9.2 — Recognize that a writer's choice of form is influenced by both the writing purpose and the reader for whom the text is intended.
- Experimenting with other forms of representing ideasNB-ELA-7.9.3 — Begin to understand that ideas can be represented in more than one way, and experiment with other forms such as dialogue, posters, and advertisements.
- Fitting content, style, and tone to reader and purposeNB-ELA-7.9.4 — Develop awareness that content, writing style, tone of voice, language choice, and text organization need to fit the reader and suit the reason for writing.
- Using reader feedback to shape draftsNB-ELA-7.9.5 — Ask for reader feedback while writing and use it to shape subsequent drafts, considering drafts from the reader's, viewer's, or listener's point of view.
Strategies and conventions for effective writing (GCO 10)
- Using spelling, punctuation, and grammar conventionsNB-ELA-7.10.1 — Understand and use conventions for spelling, demonstrate control over punctuation and grammatical structures, and use a variety of sentence patterns and vocabulary.
- Beginning to use specific writing process strategiesNB-ELA-7.10.2 — Learn to recognize and begin to use the specific prewriting, drafting, revising, editing, proofreading, and presentation strategies that most effectively produce various texts.
- Using various communication technologiesNB-ELA-7.10.3 — Acquire some exposure to the various technologies used for communicating to a variety of audiences for a range of purposes.
- Committing to crafting pieces of writingNB-ELA-7.10.4 — Demonstrate a commitment to crafting pieces of writing and representations.
- Collecting and combining information from several sourcesNB-ELA-7.10.5 — Collect information from several sources and combine ideas in communication.
The official wording — 14 outcomes in this unit
- NB-ELA-7.8.1
experiment with a range of strategies (brainstorming, sketching, free writing) to extend and explore learning, to reflect on their own and others’ ideas, and to identify problems and consider solutions
- NB-ELA-7.8.2
become aware of and describe the writing strategies that help them learn; express an understanding of their personal growth as language learners and language users
- NB-ELA-7.8.3
understand that note-making is purposeful, and has many purposes, personal or other (e.g., gathering information for an assignment, recording what has happened and what others have said), and many forms (e.g., lists summaries, observations, and descriptions)
- NB-ELA-7.8.4
demonstrate an ability to integrate interesting effects in imaginative writing and representation, such as considering thoughts and feelings in addition to external descriptions and activities; integrating detail that adds richness and density
- NB-ELA-7.9.1
produce a range of writing forms (e.g., stories, cartoons, journals, business and personal letters, speeches, reports, interviews, messages, poems, advertisements)
- NB-ELA-7.9.2
recognize that a writer’s choice of form is influenced by both the writing purpose (to entertain, inform, request, record, describe) and the reader for whom the text is intended
- NB-ELA-7.9.3
begin to understand that ideas can be represented in more than one way, and experiment with using other forms, such as dialogue, posters, and advertisements
- NB-ELA-7.9.4
develop the awareness that content, writing style, tone of voice, language choice, and text organization need to fit the reader and suit the reason for writing
- NB-ELA-7.9.5
ask for reader feedback while writing, and use this feedback when shaping subsequent drafts; consider self-generated drafts from the point of view of the reader, viewer, or listener
- NB-ELA-7.10.1
understand and use conventions for spelling familiar words correctly; rely on knowledge of spelling conventions to attempt difficult words; check for correctness; demonstrate control over most punctuation and standard grammatical structures in writing
- NB-ELA-7.10.2
learn to recognize and begin to use more often the specific prewriting, drafting, revising, editing, proofreading, and presentation strategies that most effectively help to produce various texts
- NB-ELA-7.10.3
acquire some exposure to the various technologies used for communicating to a variety of audiences for a range of purposes (videos, email, word processing, audiotapes)
- NB-ELA-7.10.4
demonstrate a commitment to crafting pieces of writing and representations
- NB-ELA-7.10.5
collect information from several sources (interviews, film, texts) and combine ideas in communication
Printable workbook · A keepsake of the year
A English Language Arts, Grade 7 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
$4.99 CAD
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
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Common questions
Can MapleMind help me with English Language Arts, Grade 7?
Yes. MapleMind's AI tutor covers all 40 skills in New Brunswick's English Language Arts, Grade 7 — you pick the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to New Brunswick's official curriculum?
Yes. Every skill in this course maps to an official outcome code from New Brunswick's Grade 7 English Language Arts curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
What does MapleMind cost?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
What if I'm stuck on just one topic?
That's the point of skill-level tutoring: open English Language Arts, Grade 7 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons you don't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language you choose.
Where can I see the official New Brunswick curriculum for English Language Arts, Grade 7?
The official source is linked on this page — New Brunswick's official K-12 education resources. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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