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 33 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 6 curriculum
New Brunswick 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 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 | 11 | Speaking and Listening |
| Strand RV | 11 | Reading and Viewing |
| Strand WR | 11 | Writing and Other Ways of Representing |
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 1Speaking and ListeningOfficial strand · Strand SL
GCOs 1-3 (woven): speaking and listening to explore and clarify ideas; communicating information effectively and responding personally and critically; and interacting with sensitivity and respect.
Comparing ideas and defending with evidence (GCO 1)
- Contributing and comparing ideas with othersNB-ELA-6.1.1 — Contribute thoughts, ideas, and questions to discussion and compare their own ideas with those of peers and others.
- Asking questions to seek clarification or explanationNB-ELA-6.1.2 — Ask and respond to questions to seek clarification or explanation of ideas and concepts.
- Defending and supporting opinions with evidenceNB-ELA-6.1.3 — Defend and/or support their opinions with evidence.
- Listening critically to ideas and points of viewNB-ELA-6.1.4 — Listen critically to others' ideas or opinions and points of view.
Communicating for effect and evaluating (GCO 2)
- Responding constructively in discussionNB-ELA-6.2.1 — Contribute to and respond constructively in conversation and small-group and whole-group discussion.
- Using word choice and emphasis for a desired effectNB-ELA-6.2.2 — Use word choice and emphasis, making a conscious attempt to produce a desired effect.
- Giving and following varied instructionsNB-ELA-6.2.3 — Give and follow instructions and respond to a variety of questions and instructions.
- Engaging, responding to, and evaluating a variety of presentationsNB-ELA-6.2.4 — Engage in, respond to, and evaluate a variety of oral presentations and other texts.
Interacting with sensitivity and respect (GCO 3)
- Listening attentively and being aware of othersNB-ELA-6.3.1 — Listen attentively and demonstrate an awareness of the needs, rights, and feelings of others.
- Detecting prejudice and using bias-free languageNB-ELA-6.3.2 — Detect examples of prejudice, stereotyping, or bias in oral language, recognize their negative effect on individuals and cultures, and attempt to use bias-free language.
- Consciously considering audience needsNB-ELA-6.3.3 — Make a conscious attempt to consider the needs and expectations of their audience.
The official wording — 11 outcomes in this unit
- NB-ELA-6.1.1
contribute thoughts, ideas, and questions to discussion and compare their own ideas with those of peers and others
- NB-ELA-6.1.2
ask and respond to questions to seek clarification or explanation of ideas and concepts
- NB-ELA-6.1.3
defend and/or support their opinions with evidence
- NB-ELA-6.1.4
listen critically to others’ ideas or opinions and points of view
- NB-ELA-6.2.1
contribute to and respond constructively in conversation, small-group and whole-group discussion
- NB-ELA-6.2.2
use word choice and emphasis, making a conscious attempt to produce a desired effect
- NB-ELA-6.2.3
give and follow instructions and respond to a variety of questions and instructions
- NB-ELA-6.2.4
engage in, respond to, and evaluate a variety of oral presentations and other texts
- NB-ELA-6.3.1
listen attentively and demonstrate an awareness of the needs, rights, and feelings of others
- NB-ELA-6.3.2
detect examples of prejudice, stereotyping, or bias in oral language; recognize their negative effect on individuals and cultures; and attempt to use bias-free language
- NB-ELA-6.3.3
make a conscious attempt to consider the needs and expectations of their audience
Unit 2Reading and ViewingOfficial strand · Strand RV
GCOs 4-7 (woven): selecting, reading, and viewing a range of texts; interpreting and combining information; responding personally; and responding critically to texts.
Selecting, reading, and navigating texts (GCO 4)
- Selecting texts for a range of interestsNB-ELA-6.4.1 — Select, independently, texts appropriate to their range of interests and learning needs.
- Using a wider range of text features to reinforce understandingNB-ELA-6.4.3 — Use a wider range of pictorial, typographical, and organizational features of written texts to obtain, verify, and reinforce their understanding of information.
- Integrating cueing systems with increasing independenceNB-ELA-6.4.4 — Use and integrate the various cueing systems and a variety of strategies with increasing independence to construct meaning.
- Reflecting on and discussing your reading processNB-ELA-6.4.5 — Reflect on and discuss their own processes and strategies in reading and viewing.
Finding information and responding to texts (GCOs 5-7)
- Answering questions with increasing independenceNB-ELA-6.5.1 — Answer, with increasing independence, their own questions and those of others by selecting relevant information from a variety of texts, understanding classification and reference systems, and using sources.
- Explaining why texts matter and connecting among themNB-ELA-6.6.1 — Explain why particular texts matter to them and demonstrate an increasing ability to make connections among texts.
- Reflecting on and giving reasons for interpretationsNB-ELA-6.6.2 — Reflect on and give reasons for their interpretations of an increasing variety of texts.
- Recognizing purpose in facts and alternative perspectivesNB-ELA-6.7.1 — Recognize that facts can be presented to suit an author's purpose and point of view, and consider information from alternative perspectives.
- Identifying conventions and structure of texts and genresNB-ELA-6.7.2 — Identify the conventions and structure of a variety of print and media texts and genres, and make connections with the purpose of each text or genre.
- Responding critically by analysing and evaluatingNB-ELA-6.7.3 — Respond critically to texts by applying a growing range of strategies to analyse and evaluate texts, showing growing awareness that texts reflect a purpose and perspective, recognizing manipulation, and detecting prejudice, stereotyping, and bias.
The official wording — 11 outcomes in this unit
- NB-ELA-6.4.1
select, independently, texts appropriate to their range of interests and learning needs
- NB-ELA-6.4.2
read widely and experience a variety of children’s literature with an emphasis in genre and authors
- NB-ELA-6.4.3
use a wider range of pictorial, typographical, and organizational features of written texts to obtain, verify, and reinforce their understanding of information
- NB-ELA-6.4.4
use and integrate the various cueing systems and a variety of strategies with increasing independence to construct meaning
- NB-ELA-6.4.5
reflect on and discuss their own processes and strategies in reading and viewing
- NB-ELA-6.5.1
answer, with increasing independence, their own questions and those of others by selecting relevant information from a variety of texts − demonstrate an under- standing of the purpose of classification systems and basic reference materials − use a range of reference texts and a database or an electronic search to facilitate the selection process
- NB-ELA-6.6.1
explain why particular texts matter to them and demonstrate an increasing ability to make connections among texts
- NB-ELA-6.6.2
reflect on and give reasons for their interpretations of an increasing variety of texts
- NB-ELA-6.7.1
recognize that facts can be presented to suit an author’s purpose and point of view − consider information from alternative perspectives
- NB-ELA-6.7.2
identify the conventions and structure of a variety of print and media texts and genres − make connections with the purpose of each text or genre
- NB-ELA-6.7.3
respond critically to texts by − applying a growing range of strategies to analyse and evaluate texts − demonstrating a growing awareness that all texts reflect a purpose and a perspective − recognizing when language is being used to manipulate, persuade, or control them − detecting prejudice, stereotyping and bias
Unit 3Writing and Other Ways of RepresentingOfficial strand · Strand WR
GCOs 8-10 (woven): using writing and representation to explore and reflect; creating texts for a range of audiences and purposes; and using a range of strategies and conventions to develop effective writing and media products.
Writing and representing to explore and reflect (GCO 8)
- Using strategies to frame questions and design investigationsNB-ELA-6.8.1 — Use a range of strategies in writing and other ways of representing to frame questions and design investigations, find topics of personal importance, record and reflect on ideas, compare beliefs, describe reactions and values, reflect on experiences, and formulate and monitor learning goals.
- Selecting note-making strategies from a repertoireNB-ELA-6.8.2 — Select appropriate note-making strategies from a growing repertoire.
- Making language choices for interesting effectsNB-ELA-6.8.3 — Make language choices to enhance meaning and achieve interesting effects in imaginative writing and other ways of representing.
Creating texts for audiences and purposes (GCO 9)
- Creating texts in an increasing variety of formsNB-ELA-6.9.1 — Create written and media texts using an increasing variety of forms, demonstrating understanding that particular forms require specific features, structures, and patterns.
- Making informed choices for varied purposes and audiencesNB-ELA-6.9.2 — Address the demands of an increasing variety of purposes and audiences, making informed choices of form, style, and content for specific audiences and purposes.
- Inviting responses and reflecting on final draftsNB-ELA-6.9.3 — Invite responses to early drafts of their writing/media productions, use audience reaction to shape subsequent drafts, and reflect on their final drafts from a reader's, viewer's, or listener's point of view.
Strategies and conventions for effective writing (GCO 10)
- Selecting from a range of writing process strategiesNB-ELA-6.10.1 — Select from a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies to develop effective pieces of writing and other representations.
- Using conventions of written language in final productsNB-ELA-6.10.2 — Use the conventions of written language in final products.
- Using technology to create, revise, edit, and publishNB-ELA-6.10.3 — Use technology with increasing proficiency to create, revise, edit, and publish texts.
- Committing to shaping pieces of writingNB-ELA-6.10.4 — Demonstrate commitment to shaping pieces of writing and other representations.
- Combining information from three to five sourcesNB-ELA-6.10.5 — Select, organize, and combine relevant information from three to five sources.
The official wording — 11 outcomes in this unit
- NB-ELA-6.8.1
use a range of strategies in writing and other ways of representing to − frame questions and design investigations to answer their questions − find topics of personal importance − record, develop, and reflect on ideas − compare their own thoughts and beliefs to those of others − describe feelings, reactions, values, and attitudes − record and reflect on experiences and their responses to them − formulate goals for learning − practise and apply strategies for monitoring learning
- NB-ELA-6.8.2
select appropriate note-making strategies from a growing repertoire
- NB-ELA-6.8.3
make language choices to enhance meaning and achieve interesting effects in imaginative writing and other ways of representing
- NB-ELA-6.9.1
create written and media texts using an increasing variety of forms − demonstrate understanding that particular forms require the use of specific features, structures, and patterns
- NB-ELA-6.9.2
address the demands of an increasing variety of purposes and audiences − make informed choices of form, style, and content for specific audiences and purposes
- NB-ELA-6.9.3
invite responses to early drafts of their writing/media productions − use audience reaction to help shape subsequent drafts − reflect on their final drafts from a reader’s/viewer’s/ listener’s point of view
- NB-ELA-6.10.1
select from a range of pre- writing, drafting, revising, editing, proofreading, and presentation strategies to develop effective pieces of writing and other representations
- NB-ELA-6.10.2
use the conventions of written language in final products
- NB-ELA-6.10.3
use technology with increasing proficiency to create, revise, edit, and publish texts
- NB-ELA-6.10.4
demonstrate commitment to shaping pieces of writing and other representations
- NB-ELA-6.10.5
select, organize, and combine relevant information from three to five sources
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.
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 33 skills in New Brunswick'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 New Brunswick's official curriculum?
Yes. Every skill in this course maps to an official outcome code from New Brunswick'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 New Brunswick curriculum for English Language Arts, Grade 6?
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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