Newfoundland and Labrador

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Skills available for Newfoundland and Labrador grade 7 English language arts curriculum

Objectives are in black and IXL English language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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Newfoundland and Labrador Curriculum: Reading and Viewing Newfoundland and Labrador Curriculum: Reading and Viewing
Newfoundland and Labrador Curriculum: Writing and Representing Newfoundland and Labrador Curriculum: Writing and Representing
WNCP Common Curriculum Frameworks WNCP Common Curriculum Frameworks
Newfoundland and Labrador Curriculum: Reading and Viewing Newfoundland and Labrador Curriculum: Reading and Viewing
Newfoundland and Labrador Curriculum: Writing and Other Ways of Representing Newfoundland and Labrador Curriculum: Writing and Other Ways of Representing

Actions

Print curriculum

2 Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts.

2.1 Use Strategies and Cues
- explain connections between previous experiences, prior knowledge, and a variety of texts
- use comprehension strategies [such as reflecting on and assessing meaning, skimming, scanning, close reading, identifying and relating in own words the main and supporting ideas...] appropriate to the type of text and purpose; use a variety of strategies [such as concept mapping, mental rehearsal...] to remember ideas
- use textual cues [such as organizational features of narrative and expository texts, points of view, themes, conclusions...] to construct and confirm meaning and interpret texts
2.2 Respond to Texts
- experience texts from a variety of genres [such as journals, nature programs, letters, fantasy...] and cultural traditions; discuss likes and dislikes for a variety of texts
- compare own with others' understanding of people, cultural traditions, and values portrayed in a variety of oral, print, and other media texts
- identify language and visual images that create mood and evoke emotion in a variety of oral, print, and other media texts
2.3 Understand Forms and Techniques
- explain preferences for particular genres of oral, print, and other media texts
- examine techniques of plot development [such as narrative hooks, conflict, resolution, surprise endings...] and of persuasion [such as testimonials, emotional appeals, bandwagon effects...] in oral, print, and other media texts
- recognize uses and abuses of slang, colloquialism, and jargon
- identify surprising and playful uses of language in oral, literary, and media texts; explain ways in which figures of speech convey meaning
- create original texts [such as cartoon sequences, dialogues, short stories, letters, video presentations...] to communicate and demonstrate understanding of forms and techniques

3 Students will listen, speak, read, write, view, and represent to manage ideas and information.

3.1 Plan and Focus
- examine personal knowledge of and experiences related to a topic to determine information needs
- formulate a variety of relevant questions on a topic to establish a purpose for seeking information
- contribute ideas, knowledge, and questions to help establish group inquiry or research focuses and purposes
- prepare and use a plan to access ideas and information from a variety of sources [such as teachers, peers, print and non-print materials, electronic sources...]
3.2 Select and Process
- select and organize personal and peer knowledge of a topic to establish an information base for inquiry or research
- extend inquiry and research questions using a variety of information sources [such as adults, peers, advertisements, adolescent magazines, lyrics...]
- use pre-established criteria to evaluate the currency, usefulness, and reliability of information sources in answering inquiry or research questions
- expand and use a repertoire of skills [including visual and auditory] to access information and ideas from a variety of sources [such as formal interviews and surveys, almanacs, documentaries, broadcasts...]
- determine literal and implied meaning of oral, print, and other media texts using a variety of strategies and cues [such as headings, subheadings, topic sentences, summaries, camera angles, staging and pacing, screening out irrelevant information...]
3.3 Organize, Record, and Evaluate
- organize information and ideas by selecting or developing categories appropriate to a particular topic and purpose
- make notes using headings and subheadings or graphic organizers appropriate to a topic; reference sources purposes
- assess the appropriateness of the amount and quality of information collected; recognize and address information gaps for particular forms, audiences, and purposes
- organize new information and connect it to prior knowledge; reflect on the impact of new information on the inquiry or research process

4 Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication.

4.1 Generate and Focus
- consider form and audience when generating ideas and focusing a topic
- select and compose using specific forms [such as character sketches, legends, videos, scripts, stories, advertisements, posters...] that serve various audiences and purposes
- identify and use appropriate organizational patterns [such as key idea and supporting details, cause and effect...] in own oral, written, and visual texts
4.2 Enhance and Improve
- appraise own and others' work using appropriate criteria and suggest revisions to own and others' work using a variety of strategies [such as peer editing, checklists...]
- revise to create effective sentences that convey content clearly and generate reader interest
- determine the appropriateness of handwriting or word processing for a particular task when composing and revising; combine print and visuals when desktop publishing
- experiment with figures of speech [such as similes, metaphors, personification...], selecting appropriate words and sentence patterns during revision to enhance clarity and artistry
- prepare compositions, reports, and inquiry or research projects using a variety of organizers [such as titles, subtitles, headings, subtopics, graphic organizers...]
4.3 Attend to Conventions
- edit for consistent verb tense and to eliminate unnecessary repetition of words and ideas
- know Canadian spelling conventions and apply them to familiar and unfamiliar words [such as technical and scientific terminology, words with foreign derivations...]; use appropriate resources when editing and proofreading
- know and apply capitalization and punctuation conventions in simple, compound, and complex sentences when editing and proofreading
4.4 Present and Share
- facilitate small-group activities and short, whole-class sessions to share information on a topic using pre-established active learning strategies [such as role-plays, language games, simulations...]
- present short oral presentations and reports using verbal and non-verbal cues [such as diction, pacing, presence, facial expression, gestures...] to focus audience attention; project emotion appropriate to the subject and point of view
- demonstrate critical listening and viewing behaviours [such as evaluating content, quality, presentation delivery...] and show respect for the presenter [such as showing attentiveness, participating in audience activities...]

Newfoundland and Labrador

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Actions

2 Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts.

2.1 Use Strategies and Cues

explain connections between previous experiences, prior knowledge, and a variety of texts

use textual cues [such as organizational features of narrative and expository texts, points of view, themes, conclusions...] to construct and confirm meaning and interpret texts

2.2 Respond to Texts

experience texts from a variety of genres [such as journals, nature programs, letters, fantasy...] and cultural traditions; discuss likes and dislikes for a variety of texts

compare own with others' understanding of people, cultural traditions, and values portrayed in a variety of oral, print, and other media texts

identify language and visual images that create mood and evoke emotion in a variety of oral, print, and other media texts

2.3 Understand Forms and Techniques

explain preferences for particular genres of oral, print, and other media texts

examine techniques of plot development [such as narrative hooks, conflict, resolution, surprise endings...] and of persuasion [such as testimonials, emotional appeals, bandwagon effects...] in oral, print, and other media texts

recognize uses and abuses of slang, colloquialism, and jargon

identify surprising and playful uses of language in oral, literary, and media texts; explain ways in which figures of speech convey meaning

create original texts [such as cartoon sequences, dialogues, short stories, letters, video presentations...] to communicate and demonstrate understanding of forms and techniques

3 Students will listen, speak, read, write, view, and represent to manage ideas and information.

3.1 Plan and Focus

examine personal knowledge of and experiences related to a topic to determine information needs

formulate a variety of relevant questions on a topic to establish a purpose for seeking information

contribute ideas, knowledge, and questions to help establish group inquiry or research focuses and purposes

prepare and use a plan to access ideas and information from a variety of sources [such as teachers, peers, print and non-print materials, electronic sources...]

3.2 Select and Process

select and organize personal and peer knowledge of a topic to establish an information base for inquiry or research

extend inquiry and research questions using a variety of information sources [such as adults, peers, advertisements, adolescent magazines, lyrics...]

use pre-established criteria to evaluate the currency, usefulness, and reliability of information sources in answering inquiry or research questions

expand and use a repertoire of skills [including visual and auditory] to access information and ideas from a variety of sources [such as formal interviews and surveys, almanacs, documentaries, broadcasts...]

determine literal and implied meaning of oral, print, and other media texts using a variety of strategies and cues [such as headings, subheadings, topic sentences, summaries, camera angles, staging and pacing, screening out irrelevant information...]

3.3 Organize, Record, and Evaluate

organize information and ideas by selecting or developing categories appropriate to a particular topic and purpose

make notes using headings and subheadings or graphic organizers appropriate to a topic; reference sources purposes

assess the appropriateness of the amount and quality of information collected; recognize and address information gaps for particular forms, audiences, and purposes

organize new information and connect it to prior knowledge; reflect on the impact of new information on the inquiry or research process

4 Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication.

4.1 Generate and Focus

consider form and audience when generating ideas and focusing a topic

select and compose using specific forms [such as character sketches, legends, videos, scripts, stories, advertisements, posters...] that serve various audiences and purposes

identify and use appropriate organizational patterns [such as key idea and supporting details, cause and effect...] in own oral, written, and visual texts

4.2 Enhance and Improve

appraise own and others' work using appropriate criteria and suggest revisions to own and others' work using a variety of strategies [such as peer editing, checklists...]

revise to create effective sentences that convey content clearly and generate reader interest

determine the appropriateness of handwriting or word processing for a particular task when composing and revising; combine print and visuals when desktop publishing

experiment with figures of speech [such as similes, metaphors, personification...], selecting appropriate words and sentence patterns during revision to enhance clarity and artistry

prepare compositions, reports, and inquiry or research projects using a variety of organizers [such as titles, subtitles, headings, subtopics, graphic organizers...]

4.3 Attend to Conventions

edit for consistent verb tense and to eliminate unnecessary repetition of words and ideas

know Canadian spelling conventions and apply them to familiar and unfamiliar words [such as technical and scientific terminology, words with foreign derivations...]; use appropriate resources when editing and proofreading

know and apply capitalization and punctuation conventions in simple, compound, and complex sentences when editing and proofreading

4.4 Present and Share

facilitate small-group activities and short, whole-class sessions to share information on a topic using pre-established active learning strategies [such as role-plays, language games, simulations...]

present short oral presentations and reports using verbal and non-verbal cues [such as diction, pacing, presence, facial expression, gestures...] to focus audience attention; project emotion appropriate to the subject and point of view

demonstrate critical listening and viewing behaviours [such as evaluating content, quality, presentation delivery...] and show respect for the presenter [such as showing attentiveness, participating in audience activities...]