Get help with English Language Arts, Grade 6
Most tutoring makes your child sit through material your child already knows. MapleMind flips that: pick the exact skill that's causing trouble — any of the 47 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 Manitoba English Language Arts, Grade 6 curriculum
Manitoba defines English Language Arts, Grade 6 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 Manitoba's official curriculumRead it on the government site — edu.gov.mb.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand A | 9 | Explore and Discover Language and Literacy |
| Strand B | 15 | Comprehend and Respond to Multimodal Texts |
| Strand C | 15 | Compose and Create Multimodal Texts |
| Strand D | 8 | Communicate Ideas and Build New Understandings |
Every skill below, taught one on one.
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How MapleMind teaches English Language Arts, Grade 6 — 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 1Explore and Discover Language and LiteracyOfficial strand · Strand A
Strand A: oral language communication, and language as the foundation for reading and writing - receiving, exchanging and developing ideas, plus the word study, vocabulary and fluency that underpin literacy.
Listening (Receptive)
- Listening critically to the ideas of othersELA.6.A1.1 — Listen critically to the ideas, opinions and perspectives of others by summarizing ideas and stating own view.
- Using non-verbal cues and conventions when listeningELA.6.A1.2 — Use non-verbal cues and social conventions (when to speak, when to listen) to critically listen to the ideas and perspectives of others in multiple contexts.
Interacting
- Interacting to exchange and consider ideasELA.6.A1.3 — Engage in collaborative dialogue with others (partners, small/large group) to exchange ideas and consider the ideas and opinions of others.
- Asking questions to explore and critique ideasELA.6.A1.4 — Ask complex open-ended questions (e.g., “why?”; “how?”) behind information to promote critical thinking and respond to questions, understanding some questions have multiple answers or perspectives.
Speaking (Expressive)
- Using the rules and structures of oral languageELA.6.A1.5 — Use complex sentences with grade appropriate vocabulary, increasing details, transition words and grammar to expand and communicate thoughts and ideas.
- Adapting spoken language to audience and purposeELA.6.A1.6 — Contribute their voice to discuss thoughts, feelings, ideas, opinions; describe others’ perspectives or messages.
Word Study (Morphology)
- Applying morphology to understand and spell wordsELA.6.A2.4 — Analyze and apply knowledge of word parts and word patterns (morphology) to determine word meaning and accurate spelling.
Vocabulary
- Building and using precise vocabularyELA.6.A2.5 — Acquire and use descriptive (e.g., synonyms, antonyms), academic (e.g., definitions, explanations), and topic vocabulary related to learning experiences; identify the associations of words with similar definitions (e.g., happiness, joy, contentment, elation, glee) to clarify meaning of words.
Reading Fluency
- Applying fluency to comprehend textELA.6.A2.6 — Apply and consolidate fluency knowledge and adjust reading rate (how fast/slow something is read depending on purpose/text) to maintain comprehension.
The official wording — 9 outcomes in this unit
- ELA.6.A1.1
Listen critically to the ideas, opinions and perspectives of others by summarizing ideas and stating own view
- ELA.6.A1.2
Use non-verbal cues and social conventions (when to speak, when to listen) to critically listen to the ideas and perspectives of others in multiple contexts
- ELA.6.A1.3
Engage in collaborative dialogue with others (partners, small/large group) to exchange ideas and consider the ideas and opinions of others
- ELA.6.A1.4
Ask complex open-ended questions (e.g., “why?”
- ELA.6.A1.5
Use complex sentences with grade appropriate vocabulary, increasing details, transition words and grammar to expand and communicate thoughts and ideas
- ELA.6.A1.6
Contribute their voice to discuss thoughts, feelings, ideas, opinions
- ELA.6.A2.4
Analyze and apply knowledge of word parts and word patterns (morphology) to determine word meaning and accurate spelling
- ELA.6.A2.5
Acquire and use descriptive (e.g., synonyms, antonyms), academic (e
- ELA.6.A2.6
Apply and consolidate fluency knowledge and adjust reading rate (how fast/slow something is read depending on purpose/text) to maintain comprehension
Unit 2Comprehend and Respond to Multimodal TextsOfficial strand · Strand B
Strand B: acquiring new information through inquiry, constructing meaning with comprehension strategies, and thinking critically about multimodal texts and responding to inequities, bias and viewpoints.
Activate Prior Knowledge and Inquire
- Activating prior knowledge to understand new textELA.6.B1.1 — Identify and discuss prior knowledge including knowledge gained from various sources, subject areas and personal diverse experiences to understand new text.
- Generating questions to drive inquiryELA.6.B1.2 — Design comprehensive questions that integrate various perspectives and disciplines to lead in-depth group inquiries.
Engage with a Variety of Texts
- Engaging with a variety of multimodal textsELA.6.B1.3 — Engage with a variety of multimodal texts from diverse creators for a variety of purposes and explain why the text selections are appropriate to build background knowledge.
Review Information
- Reviewing information and filling gapsELA.6.B1.4 — Review information gathered and recognize gaps; locate and gather additional information.
Identify Text Cues
- Understanding how text form and structure carry meaningELA.6.B2.1 — Describe how the form/genre and structure of texts, including cultural text forms (e.g., myths, 7 Teachings), can support the organization and communication of ideas or information.
- Using text features and cues to comprehendELA.6.B2.2 — Use a variety of text features from multimodal forms of fiction and nonfiction for additional information to clarify and enhance comprehension.
Make Predictions
- Making and confirming predictionsELA.6.B2.3 — Make predictions using background knowledge and text information; pose questions to confirm predictions before, during and after reading.
Make Connections
- Making connections to deepen meaningELA.6.B2.4 — Describe the connections to texts through personal experience, the ideas developed in and between multimodal texts, and the world enhance meaning.
Monitor Understanding
- Using strategies to monitor understandingELA.6.B2.5 — Use strategies (e.g., rereading, adjusting reading rate, questioning, inferencing) to monitor and confirm understanding.
- Summarizing key ideas and drawing conclusionsELA.6.B2.6 — Summarize key ideas and specific details in logical order using own words; draw simple conclusion.
Consolidate New Knowledge
- Consolidating and communicating new knowledgeELA.6.B2.7 — Acquire and use subject specific vocabulary to share new ideas; identify how own and others’ perspectives affect understanding of text; connect new knowledge to other subjects; reflect on understandings.
Analyze Text
- Analyzing how texts present diversity and equityELA.6.B3.1 — Recognize and explain how diversity, inclusion and equity are presented in texts; use simple text evidence (e.g. quotes, actions, or illustrations) to support observations.
Recognize Facts, Bias and Viewpoints
- Identifying stereotyping, bias and reliable sourcesELA.6.B3.2 — Identify examples of stereotyping, bias or prejudice using text evidence (e.g., word choice, tone); recognize relevant and dependable sources of information with support.
- Identifying point of view and judging viewpointsELA.6.B3.3 — Identify how the point of view chosen by the text creator (e.g., first person, third person, a particular stance on an issue) can influence certain messages, opinions, or themes and shape understanding.
Respond to Text
- Responding personally to bias and prejudiceELA.6.B3.4 — Express a personal response to instances of bias or prejudice in all forms of text, based on specific, relevant evidence from content and experiences; recognize how these elements affect their understanding.
The official wording — 15 outcomes in this unit
- ELA.6.B1.1
Identify and discuss prior knowledge including knowledge gained from various sources, subject areas and personal diverse experiences to understand new text
- ELA.6.B1.2
Design comprehensive questions that integrate various perspectives and disciplines to lead in-depth group inquiries
- ELA.6.B1.3
Engage with a variety of multimodal texts from diverse creators for a variety of purposes and explain why the text selections are appropriate to build background knowledge
- ELA.6.B1.4
Review information gathered and recognize gaps
- ELA.6.B2.1
Describe how the form/genre and structure of texts, including cultural text forms (e
- ELA.6.B2.2
Use a variety of text features from multimodal forms of fiction and nonfiction for additional information to clarify and enhance comprehension
- ELA.6.B2.3
Make predictions using background knowledge and text information
- ELA.6.B2.4
Describe the connections to texts through personal experience, the ideas developed in and between multimodal texts, and the world enhance meaning
- ELA.6.B2.5
Use strategies (e.g., rereading, adjusting reading rate, questioning, inferencing) to monitor and confirm understanding
- ELA.6.B2.6
Summarize key ideas and specific details in logical order using own words
- ELA.6.B2.7
Acquire and use subject specific vocabulary to share new ideas
- ELA.6.B3.1
Recognize and explain how diversity, inclusion and equity are presented in texts
- ELA.6.B3.2
Identify examples of stereotyping, bias or prejudice using text evidence (e
- ELA.6.B3.3
Identify how the point of view chosen by the text creator (e
- ELA.6.B3.4
Express a personal response to instances of bias or prejudice in all forms of text, based on specific, relevant evidence from content and experiences
Unit 3Compose and Create Multimodal TextsOfficial strand · Strand C
Strand C: generating ideas, planning and drafting; enhancing the clarity and artistry of multimodal texts; and editing and publishing.
Generate Ideas
- Generating ideas and focusing a topicELA.6.C1.1 — Generate ideas and select a topic, using ideas from experiences and/or other sources to create a focused piece for a particular audience and purpose.
Research Sources
- Gathering and assessing information from sourcesELA.6.C1.2 — Gather and assess information from multiple sources including modelled text, various text styles and mentors (e.g., experts, audio, digital online sources) to focus or expand ideas.
Choose Form and Plan
- Planning text creation with strategies and toolsELA.6.C1.3 — Use strategies and planning tools (e.g., notetaking, graphic organizers, brainstorming, jot notes, asking questions, mind mapping, sketching ideas, research planners) and the integration of techniques used by different sources including discussion with others to plan text creation.
- Choosing text forms for purpose and audienceELA.6.C1.4 — Choose different types of writing (narrative, informational, descriptive and persuasive) and genres to inform text creation for different purposes and audiences.
Create Draft/Prototype
- Creating multimodal textsELA.6.C1.5 — Create detailed multimodal texts (e.g., oral storytelling, written stories, posters, letters, research reports/projects, video reports, digital stories with narration, multimedia presentations, poetry); use digital tools and thinking maps to draft ideas effectively and creatively.
Organize Ideas
- Organizing ideas with structure and paragraphsELA.6.C2.1 — Use organization patterns (e.g., cause and effect, chronological sequence) and include introduction/body/conclusion; use paragraphs to group ideas, and supporting details to match the text form chosen.
Sentence Structure
- Crafting varied, correct sentencesELA.6.C2.2 — Reread and include simple, compound and complex sentences; use more advanced transitions to connect ideas, phrases and sentences; align subject-verb and noun-pronoun agreement.
Word Choice
- Choosing precise, impactful wordsELA.6.C2.3 — Use vivid verbs, specific nouns and/or adjectives to create a clear, strong, impactful message.
Voice/Style
- Developing personal voice and toneELA.6.C2.4 — Expand personal voice in text, using varied and descriptive language and a tone (e.g., formal, informal, serious, humorous) appropriate to purpose and context to communicate thoughts, feelings and opinions about a topic with others.
Revision
- Revising for clarity, logic and coherenceELA.6.C2.5 — Use checklists, criteria and teacher/peer feedback to revise; reread for logic and order of ideas to see if any ideas seem out of place or unrelated; move ideas around or remove unnecessary ones as needed; ensure coherence, focus and clarity.
Legibility and Word Processing
- Producing legible, well-formatted textELA.6.C3.1 — Write fluently and legibly with appropriate spacing; apply word processing skills with fluency, automaticity and proficiency to enhance text for an audience.
Spelling
- Applying spelling strategies and word structureELA.6.C3.2 — Apply knowledge of spelling using a variety of strategies and spelling patterns; use resources such as digital dictionaries/apps or spell check to confirm conventional spelling.
Punctuation and Capitalization
- Applying capitalization conventionsELA.6.C3.3 — Use capital letters consistently and accurately for proper nouns and dialogue, abbreviations, and titles.
- Applying punctuation for clarityELA.6.C3.4 — Know and use basic punctuation skillfully and correctly (e.g., periods, commas, question marks, exclamation marks, apostrophes, quotation marks, semi-colons) to communicate meaning clearly for others.
Publish Final Text
- Publishing a final multimodal textELA.6.C3.5 — Create final text that integrates various modes (e.g., text, images, visuals, sound, video) to communicate message for a specific purpose and audience.
The official wording — 15 outcomes in this unit
- ELA.6.C1.1
Generate ideas and select a topic, using ideas from experiences and/or other sources to create a focused piece for a particular audience and purpose
- ELA.6.C1.2
Gather and assess information from multiple sources including modelled text, various text styles and mentors (e
- ELA.6.C1.3
Use strategies and planning tools (e.g., notetaking, graphic organizers, brainstorming, jot notes, asking questions, mind mapping, sketching ideas, research planners) and the integration of techniques used by different sources including discussion with others to plan text creation
- ELA.6.C1.4
Choose different types of writing (narrative, informational, descriptive and persuasive) and genres to inform text creation for different purposes and audiences
- ELA.6.C1.5
Create detailed multimodal texts (e.g., oral storytelling, written stories, posters, letters, research reports/projects, video reports, digital stories with narration, multimedia presentations, poetry)
- ELA.6.C2.1
Use organization patterns (e.g., cause and effect, chronological sequence) and include introduction/body/conclusion
- ELA.6.C2.2
Reread and include simple, compound and complex sentences
- ELA.6.C2.3
Use vivid verbs, specific nouns and/or adjectives to create a clear, strong, impactful message
- ELA.6.C2.4
Expand personal voice in text, using varied and descriptive language and a tone (e
- ELA.6.C2.5
Use checklists, criteria and teacher/peer feedback to revise
- ELA.6.C3.1
Write fluently and legibly with appropriate spacing
- ELA.6.C3.2
Apply knowledge of spelling using a variety of strategies and spelling patterns
- ELA.6.C3.3
Use capital letters consistently and accurately for proper nouns and dialogue, abbreviations, and titles
- ELA.6.C3.4
Know and use basic punctuation skillfully and correctly (e
- ELA.6.C3.5
Create final text that integrates various modes (e
Unit 4Communicate Ideas and Build New UnderstandingsOfficial strand · Strand D
Strand D: sharing ideas and information across multimodal forms, and using metacognition to assess language skills, set goals and monitor progress.
Express Ideas and Engage Audience
- Adjusting tone, volume and expression for deliveryELA.6.D1.1 — Choose when and where to adjust intonation, tone, volume, expression and communication style to extend ideas.
- Using visuals and media to enhance communicationELA.6.D1.2 — Integrate artifacts and visual aids/digital tools to enhance communication with an audience.
- Organizing and presenting ideas for an audienceELA.6.D1.3 — Present ideas and information in a logical format with the purpose to entertain, persuade or inform an audience.
Self-Assess
- Reflecting on effective learning strategiesELA.6.D2.1 — Identify and understand effective strategies used as a listener, speaker, reader, writer, viewer, and representer; begin to be more self-aware in thinking about how they learn (early metacognition).
- Using criteria and tools to self-assessELA.6.D2.2 — Develop and use class generated criteria to assess learning; use tools (e.g., journals, mind maps, lists, digital tools (e.g. podcasts), portfolios) to self-assess own understanding/learning.
- Using feedback to refine strategiesELA.6.D2.3 — Receive descriptive feedback from others, prompting critical thinking about own strengths and areas for growth; reflect on which processes/ strategies are most effective for listening, speaking, reading, viewing, writing or representing.
Set Goals and Monitor Progress
- Setting learning goals and planning stepsELA.6.D2.4 — Set specific learning goals to improve listening, speaking, reading, writing, viewing and representing and plan steps to achieve goal(s).
- Monitoring progress toward goalsELA.6.D2.5 — Monitor and track progress by collecting evidence of learning; reflect on accomplishments of new learning.
The official wording — 8 outcomes in this unit
- ELA.6.D1.1
Choose when and where to adjust intonation, tone, volume, expression and communication style to extend ideas
- ELA.6.D1.2
Integrate artifacts and visual aids/digital tools to enhance communication with an audience
- ELA.6.D1.3
Present ideas and information in a logical format with the purpose to entertain, persuade or inform an audience
- ELA.6.D2.1
Identify and understand effective strategies used as a listener, speaker, reader, writer, viewer, and representer
- ELA.6.D2.2
Develop and use class generated criteria to assess learning
- ELA.6.D2.3
Receive descriptive feedback from others, prompting critical thinking about own strengths and areas for growth
- ELA.6.D2.4
Set specific learning goals to improve listening, speaking, reading, writing, viewing and representing and plan steps to achieve goal(s)
- ELA.6.D2.5
Monitor and track progress by collecting evidence of learning
Printable workbook · A keepsake of the year
A English Language Arts, Grade 6 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 my child with English Language Arts, Grade 6?
Yes. MapleMind's AI tutor covers all 47 skills in Manitoba's English Language Arts, Grade 6 — your child picks 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 Manitoba's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Manitoba's Grade 6 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 my child is stuck on just one topic?
That's the point of skill-level tutoring: open English Language Arts, Grade 6 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons your child doesn'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 your child chooses.
Where can I see the official Manitoba curriculum for English Language Arts, Grade 6?
The official source is linked on this page — Manitoba's official curriculum. 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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