Newfoundland & Labrador · Grade 7
English Language Arts, Grade 7
Newfoundland & Labrador’s Grade 7 English course, from Speaking and Listening to Writing and Representing.
- Units
- 3
- Lessons
- 10
- Skills
- 36
- Provincial exam
- None
- Official curriculum
- Newfoundland & Labrador Department of Education
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 12 skills
Speaking and Listening
Target 1: Explore, Extend, Clarify and Reflect
Recognizing that discussion needs others' contributions
I can recognize that a good discussion depends on everyone's contributions.
Skill 1.1
Asking questions about others' ideas
I can ask others questions about the ideas they share.
Skill 1.2
Responding to clarify and elaborate
I can answer questions by clarifying and adding detail.
Skill 1.3
Expressing a point of view with support
I can state a point of view and support it with examples or reasoning.
Skill 1.4
Listening for main ideas and supporting details
I can listen actively to identify main ideas and their supporting details.
Skill 1.5
Target 2: Communicate and Respond
Practising strategies for effective talk
I can practise strategies that make my talk effective.
Skill 1.6
Assessing when to clarify or elaborate
I can judge when I need to clarify or elaborate in a response.
Skill 1.7
Identifying effective speaking strategies
I can identify strategies and behaviours that make speaking effective.
Skill 1.8
Target 3: Interact with Sensitivity and Respect
Demonstrating active speaking and listening
I can demonstrate active speaking and listening.
Skill 1.9
Expressing ideas with sensitivity and respect
I can express my ideas in a way that is sensitive and respectful.
Skill 1.10
Recognizing bias and attitudes in oral language
I can recognize bias, beliefs, and prejudice in spoken language.
Skill 1.11
Awareness that oral language can influence and manipulate
I can show awareness that oral language can influence and manipulate.
Skill 1.12
The official wording · 12 outcomes
- 1.1
- Recognize that contributions from others are needed to generate and sustain discussions
- 1.2
- Ask questions of others about their ideas
- 1.3
- Respond to questions to provide clarification and elaboration
- 1.4
- Express a point of view and support it with personal examples, explanations, or reasoning
- 1.5
- Use active listening skills to identify main ideas and supporting details
- 1.6
- Practice a range of strategies that contribute to effective talk
- 1.7
- Assess the need for clarification or elaboration when responding to instructions or questions
- 1.8
- Identify strategies and behaviours associated with effective speaking
- 1.9
- Demonstrate active speaking and listening skills
- 1.10
- Express ideas and opinions in a manner that reflects sensitivity and shows respect to others
- 1.11
- Recognize that values and attitudes such as bias, beliefs, and prejudice can be reflected in oral language
- 1.12
- Demonstrate an awareness that oral language can be used to influence and manipulate
Key ideas
A discussion runs on other people's ideas — one voice alone cannot generate or sustain it.
Effective talk uses strategies: clear pacing, eye contact, staying on topic, and turn-taking.
Active speaking and listening means being fully engaged — responding, not just waiting.
Inviting and building on contributions keeps a conversation alive.
Practising a range of strategies builds confidence for different situations.
Watch out for
- Thinking a discussion is just waiting for your own turn to talk.
- Using the same one habit in every situation.
- Looking engaged while actually tuning out.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 13 skills
Reading and Viewing
Target 4: Select, Read and View a Range of Texts
Selecting texts for needs and interests
I can identify and select texts that suit my needs and interests.
Skill 2.1
Exploring how text features create meaning
I can explore how text features help create meaning.
Skill 2.2
Identifying reading and viewing strategies
I can identify reading and viewing strategies that build meaning.
Skill 2.3
Target 5: Inquiry
Identifying topics and questions for inquiry
I can identify topics and questions worth inquiring into.
Skill 2.4
Recognizing the need for reliable information
I can recognize why inquiry needs varied, reliable information.
Skill 2.5
Locating and selecting information
I can locate and select useful information from several sources.
Skill 2.6
Experimenting with inquiry strategies
I can experiment with different inquiry approaches and strategies.
Skill 2.7
Target 6: Respond Personally
Explaining personal responses with support
I can explain my personal response to a text with examples.
Skill 2.8
Target 7: Respond Critically
Recognizing that texts can be biased
I can recognize that a text can be biased.
Skill 2.9
Recognizing the need to question a text
I can recognize why I should question a text's language, form, and genre.
Skill 2.10
Exploring the tools text creators use
I can explore the tools creators use to achieve their purposes.
Skill 2.11
Describing how form and structure affect meaning
I can describe how form, content, and structure affect meaning.
Skill 2.12
Awareness that values influence critical response
I can show that my values and experiences shape how I respond to texts.
Skill 2.13
The official wording · 13 outcomes
- 2.1
- Identify and select texts that meet their needs and interests
- 2.2
- Explore how text features help to create meaning
- 2.3
- Identify a variety of reading and viewing processes and strategies to construct meaning from texts
- 2.4
- Identify relevant or interesting topics and questions for further inquiry
- 2.5
- Recognize the need for a variety of reliable information from various sources
- 2.6
- Locate and select information from a variety of sources
- 2.7
- Experiment with a variety of effective inquiry approaches and strategies
- 2.8
- Use examples and supporting ideas to explain personal responses to texts
- 2.9
- Recognize that texts can be biased
- 2.10
- Recognize the need to question a text's language, form, and genre
- 2.11
- Explore the tools text creators use to achieve different purposes
- 2.12
- Describe the impact that text form, content, and structure have on meaning
- 2.13
- Demonstrate an awareness that values and personal experiences influence understanding of and critical responses to texts
Key ideas
Good readers choose texts on purpose — for a need or an interest.
Inquiry starts with a topic that is relevant or interesting and a question worth pursuing.
A personal response is stronger when you back it with examples from the text.
Every text is made by someone with a viewpoint, so texts can be biased.
Knowing your purpose helps you pick well.
Watch out for
- Grabbing any text without thinking about fit.
- Choosing a topic too broad or too closed to explore.
- Giving a reaction with no example to back it.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 11 skills
Writing and Representing
Target 8: Write to Explore, Clarify, Reflect and Imagine
Experimenting with strategies as a language learner
I can experiment with strategies to grow as a language learner.
Skill 3.1
Writing to extend, explore, and reflect on ideas
I can write and represent to extend, explore, and reflect on my ideas.
Skill 3.2
Identifying strategies and describing growth
I can identify what helps me learn and describe my growth.
Skill 3.3
Experimenting with stylistic effects
I can experiment with stylistic effects to make my writing interesting.
Skill 3.4
Target 9: Create Texts
Creating a range of texts
I can create a range of different texts.
Skill 3.5
Experimenting with forms and styles for purpose and audience
I can experiment with forms and styles to suit purpose and audience.
Skill 3.6
Using feedback to inform future work
I can use feedback to improve my future work.
Skill 3.7
Target 10: Develop Effective Writing Products
Using strategies to create varied texts
I can use strategies that help me create a variety of texts.
Skill 3.8
Using the conventions of written language
I can use the conventions of written language.
Skill 3.9
Using technology to communicate
I can use technologies to communicate.
Skill 3.10
Committing to the process of creating texts
I can commit to the process of creating a text.
Skill 3.11
The official wording · 11 outcomes
- 3.1
- Experiment with a variety of strategies as language learners
- 3.2
- Experiment with writing and representing to extend, explore, and reflect on ideas
- 3.3
- Identify strategies that help them learn and describe their personal growth as language learners
- 3.4
- Experiment with stylistic effects in writing and representing to create interest
- 3.5
- Create a range of texts
- 3.6
- Experiment with a variety of writing and representing forms and styles to suit purpose(s) and intended audience(s)
- 3.7
- Use appropriate feedback to inform future work
- 3.8
- Use writing and representing strategies that help create a variety of texts
- 3.9
- Use the conventions of written language
- 3.10
- Use various technologies for the purpose of communication
- 3.11
- Demonstrate a commitment to the processes involved in creating texts
Key ideas
Language learners try many strategies — drafting, mapping, talking ideas out.
Writers create many kinds of texts — stories, reports, posters, letters.
Planning, drafting, and organizing strategies help you create many kinds of texts.
Experimenting shows which strategies help you write and represent.
A range means different forms for different purposes.
Watch out for
- Using only the strategy you already know.
- Writing only one familiar kind of text.
- Jumping to a final draft with no strategy.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Newfoundland & Labrador’s own curriculum for English Language Arts, Grade 7.
Study it in MapleMind
MapleMind teaches English Language Arts, Grade 7 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.
Course Companion
Your year in one workbook
A fun way to keep English Language Arts, Grade 7 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 26
- Fillable fields
- 1,456
- Price
- $4.99
Questions about English Language Arts, Grade 7
What is English Language Arts, Grade 7?
Newfoundland & Labrador’s Grade 7 English course: 3 units and 36 skills, from Speaking and Listening to Writing and Representing.
What units are in English Language Arts, Grade 7?
1. Speaking and Listening, 2. Reading and Viewing and 3. Writing and Representing.
Is there a provincial exam for English Language Arts, Grade 7?
No. Newfoundland & Labrador gives no provincial exam for English Language Arts, Grade 7.
What comes after English Language Arts, Grade 7?
English Language Arts, Grade 8.
Can MapleMind help with English Language Arts, Grade 7?
Yes. MapleMind teaches every skill of English Language Arts, Grade 7, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
Get ready for English Language Arts, Grade 7
Practise every skill of English Language Arts, Grade 7 in MapleMind, free with daily limits.
