Get help with English (Language), 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 58 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 Ontario English (Language), Grade 6 curriculum
Ontario defines English (Language), 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 Ontario's official curriculumRead it on the government site — dcp.edu.gov.on.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand A | 9 | Literacy Connections and Applications |
| Strand B | 11 | Foundations of Language |
| Strand C | 22 | Comprehension: Understanding and Responding to Texts |
| Strand D | 14 | Composition: Expressing Ideas and Creating Texts |
Every skill below, taught one on one.
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How MapleMind teaches English (Language), 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 1Literacy Connections and ApplicationsOfficial strand · Strand A
Digital and media literacy — building a safe, positive online identity, researching and analyzing media texts, and using digital tools to solve real problems — together with exploring identity, belonging, and the voices of First Nations, Métis, and Inuit and other diverse communities.
Digital Rights, Identity, and Safety
- Rights, responsibilities, and digital identityA2.1 — Explain their rights and responsibilities online, and make choices that build a positive digital identity for themselves and their community.
- Staying safe and protecting privacy onlineA2.2 — Show how to move through online spaces safely, protect personal data and privacy, and interact in ways that support everyone's well-being.
- Researching and evaluating informationA2.3 — Gather, judge, and use information from sources, weighing how valid, credible, and accurate it is and whose perspective it shows.
- Reading and analyzing digital and media textsA2.4 — Understand the forms, conventions, and techniques of digital and media texts and how they affect an audience, and apply this when analyzing and creating texts.
- How form, message, and audience connectA2.5 — Understand how a text's form, message, and context, its intended audience, and its purpose are all connected.
- Using digital tools to solve real problemsA2.6 — Choose and use digital and media tools within a design process to solve authentic, real-world problems with creative solutions.
- Collaborating safely and respectfully onlineA2.7 — Communicate and collaborate with online communities safely, respectfully, and inclusively, showing cultural awareness.
Identity, Belonging, and Indigenous Voices
- Identity and belonging in diverse textsA3.2 — Understand the historical contexts, contributions, and lived experiences of a diversity of individuals and communities, including in Canada, by exploring identity, self, and belonging in culturally responsive texts.
- Themes in First Nations, Métis, and Inuit culturesA3.3 — Explain themes in First Nations, Métis, and Inuit cultures to understand the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing.
The official wording — 9 outcomes in this unit
- A2.1
rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity
- A2.2
navigate online environments safely, manage their privacy and personal data, and interact in a way that supports their well-being and that of others
- A2.3
gather, evaluate, and use information, considering validity, credibility, accuracy, and perspectives
- A2.4
forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts
- A2.5
interrelationships between the form, message, and context of texts, the intended audience, and the purpose for production
- A2.6
select and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing innovative solutions
- A2.7
communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments
- A3.2
historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging
- A3.3
explain themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing
Unit 2Foundations of LanguageOfficial strand · Strand B
The building blocks of language: listening and speaking for different purposes and audiences; reading and spelling complex words through morphology, vocabulary, and fluency; and the sentence structure, grammar, and punctuation conventions introduced at this grade.
Oral and Non-Verbal Communication
- Active listening in discussionsB1.1 — Use effective listening skills — asking questions and responding to others — in formal and informal group discussions.
- Listening strategies before, during, and afterB1.2 — Use listening strategies before, during, and after listening to understand messages and develop a response.
- Speaking for purpose and audienceB1.3 — Identify the purpose and audience for speaking in formal and informal contexts, and choose speaking strategies to communicate clearly.
- Non-verbal communication strategiesB1.4 — Use oral and non-verbal strategies — expression, gestures, body language — and analyze how they support understanding and communication.
- Precise word choice when speakingB1.5 — Use precise, descriptive word choice — varied adjectives and adverbs, varied sentence types, and active or passive voice — when communicating.
Word-Level Reading, Vocabulary, and Fluency
- Morphology: reading and spelling with word partsB2.1 — Use knowledge of word parts — bases, prefixes, and suffixes — to read and spell complex words accurately and automatically.
- Building and using vocabularyB2.2 — Understand a variety of words, acquire and use taught vocabulary across subjects, and use morphological knowledge to figure out new words in context.
- Reading fluently with expressionB2.3 — Read a variety of texts fluently — with accuracy, appropriate pace, and expression matched to purpose when reading aloud.
Sentence Structure: Relative Clauses
- Complex sentences with adjective (relative) clausesB3.1 — Build complex sentences with adjective or relative clauses to add detail and show how ideas relate.
Grammar: Gerunds and Voice
- Gerunds as nounsB3.2 — Recognize and use gerunds — verb forms ending in -ing that act as nouns.
- Active and passive voiceB3.2 — Distinguish between and convert active and passive voice for verbs.
Punctuation: Colons and Transitional Commas
- Colons in salutations and script dialogueB3.3 — Use colons in formal letter and memo salutations, and to indicate a new speaker in script dialogue.
- Commas after transitional wordsB3.3 — Use commas after transitional words or phrases to connect ideas smoothly.
The official wording — 11 outcomes in this unit
- B1.1
analyze various effective listening skills, including understanding when to ask relevant questions and how to respond to the contributions of others in group discussions
- B1.2
select and use a variety of listening strategies before, during, and after listening to comprehend information
- B1.3
identify the purpose and audience for speaking in formal and informal contexts, and choose appropriate speaking strategies
- B1.4
identify and use oral and non-verbal communication strategies, including expression, gestures, and body language, and analyze the ways in which these strategies support understanding or communication, including how their use may vary across cultures
- B1.5
use precise and descriptive word choice, including varied adjectives and adverbs to elaborate, a variety of sentence types
- B2.1
knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to read and spell complex words with accuracy and automaticity
- B2.2
demonstrate an understanding of a variety of words, acquire and use explicitly taught vocabulary in various contexts, including other subject areas
- B2.3
read a variety of texts fluently, with accuracy and appropriate pacing
- B3.1
complex sentences with adjective or relative clauses to express relationships among ideas
- B3.2
nouns that are gerunds
- B3.3
colons in formal letters and memo salutations and to indicate a new speaker in script dialogue
Unit 3Comprehension: Understanding and Responding to TextsOfficial strand · Strand C
Reading as an analyst and critic: knowing how text forms, patterns, visuals, style, and narration create meaning; using comprehension strategies to build and monitor understanding; and thinking critically about devices, inferences, perspectives, bias, cultural elements, and Indigenous voices.
Knowledge About Texts
- Reading and comprehending textsC1.1 — Read and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge.
- Analyzing text forms and genresC1.2 — Analyze a variety of text forms and genres, including cultural text forms, and explain how their characteristics communicate meaning.
- Analyzing text patterns and featuresC1.3 — Analyze text patterns (such as problem-solution in a report) and text features (such as subheadings and pull-down menus), and explain how they help understanding.
- Analyzing visuals and designC1.4 — Analyze and compare how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts.
- Elements of style in textsC1.5 — Identify elements of style — voice, word choice, word patterns, sentence structure — and analyze how each creates meaning and suits the form and genre.
- Narrator's point of viewC1.6 — Identify the narrator's point of view (first, second, or third person) and explain how an alternative point of view would change the story.
- Indigenous Storywork through First Nations, Métis, and Inuit textsC1.7 — Read, listen to, and view texts by diverse First Nations, Métis, and Inuit creators to make meaning through Indigenous Storywork.
Comprehension Strategies
- Using prior knowledgeC2.1 — Identify and explain prior knowledge — from personal experience and other subjects — to make connections and understand new texts.
- Purposes for reading and choosing textsC2.2 — Identify purposes for engaging with texts, select texts from diverse creators suited to those purposes, and explain why the selections are appropriate.
- Making predictions and posing questionsC2.3 — Make predictions using background knowledge and textual information, pose questions to check them, and adjust understanding as needed.
- Monitoring comprehensionC2.4 — Use strategies — visualizing, reading ahead, asking questions, consulting sources — to monitor and confirm understanding of various texts.
- Connecting text ideas to self, texts, and worldC2.5 — Explain how ideas in texts connect to their knowledge and experiences, other texts, and the world.
- SummarizingC2.6 — Summarize and record the main idea and supporting details in various texts, and draw well-supported conclusions.
- Reflecting on comprehension strategiesC2.7 — Explain and compare how strategies helped comprehension, and set goals to improve.
Critical Thinking About Texts
- Literary devicesC3.1 — Describe literary devices, including hyperbole and idioms, and explain how they create meaning and suit the purpose and audience.
- Making inferencesC3.2 — Make local and global inferences, using explicit and implicit evidence, to develop interpretations and extend understanding.
- Analyzing texts for ideas and informationC3.3 — Analyze literary and informational texts by identifying main and supporting ideas, evaluating the quality and relevance of information, and formulating conclusions.
- Cultural elements in textsC3.4 — Analyze cultural elements represented in texts, investigate their meanings, and connect them to lived experience.
- Perspectives and biasC3.5 — Explain explicit and implicit perspectives in texts, provide evidence that could suggest bias, and suggest ways to avoid such bias.
- Topics such as diversity, inclusion, and accessibilityC3.6 — Explain how topics such as diversity, inclusion, and accessibility are addressed in texts, analyze the messages conveyed, and identify different positions.
- Influences on First Nations, Métis, and Inuit textsC3.7 — Assess the influence of historical periods, cultural experiences, and socio-political events on texts by First Nations, Métis, and Inuit creators, and how they relate to current lived experiences.
- Reflecting on critical thinking skillsC3.8 — Compare the critical thinking skills used to analyze and evaluate texts, identify the most helpful, and explain why.
The official wording — 22 outcomes in this unit
- C1.1
read and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge
- C1.2
analyze a variety of text forms and genres, including cultural text forms, and explain how their characteristics help communicate meaning
- C1.3
analyze text patterns, such as problem-solution in a report, and text features, such as subheadings and pull-down menus
- C1.4
analyze and compare how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts
- C1.5
identify various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning
- C1.6
identify the narrator’s point of view, including first, second, or third person, in a variety of texts, providing evidence, and explain how using an alternative point of view would change each story
- C1.7
read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to make meaning through Indigenous Storywork
- C2.1
identify and explain prior knowledge from various sources, including personal experiences and learning in other subject areas, that they can use to make connections and understand new texts
- C2.2
identify a variety of purposes for engaging with texts, select texts from diverse creators that are suitable for the purposes, and explain why the selections are appropriate
- C2.3
make predictions using background knowledge and textual information, pose questions to check whether their predictions were correct, and, if not, adjust their understanding
- C2.4
use strategies such as visualizing, reading ahead, asking questions, and consulting references and other texts or sources of information, to monitor and confirm their understanding of various texts
- C2.5
explain how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them
- C2.6
summarize and record the main idea and supporting details in various texts, and draw well- supported conclusions
- C2.7
explain and compare how various strategies, such as visualizing, making predictions, summarizing, and connecting to their experiences, have helped them comprehend various texts, and set goals to improve their comprehension
- C3.1
describe literary devices, including hyperbole and idioms, in a variety of texts, and explain how they help create meaning
- C3.2
make local and global inferences, using explicit and implicit evidence, to develop interpretations about various texts and to extend their understanding
- C3.3
analyze various texts, including literary and informational texts, by identifying main and supporting ideas, evaluating the quality of information and its relevance for a specific purpose, and formulating conclusions
- C3.4
analyze cultural elements that are represented in various texts, including values, rituals and ceremonies, architecture, art, and dance, by investigating the meanings of these elements, making connections to their lived experience and culture
- C3.5
explain explicit and implicit perspectives communicated in various texts, including narrative texts, provide any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias
- C3.6
explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, analyze the insights or messages conveyed, and identify different positions presented
- C3.7
assess the influence of historical periods, cultural experiences, and/or socio-political conditions and events on texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations, and how they relate to current lived experiences
- C3.8
compare the critical thinking skills they used when analyzing and evaluating various texts, identify the skills that best supported their understanding, and explain why they were effective
Unit 4Composition: Expressing Ideas and Creating TextsOfficial strand · Strand D
Creating texts end to end: planning topic, audience, ideas, sources, and structure; drafting across genres with a clear voice; revising and editing; and producing, publishing, and reflecting on finished work.
Planning Texts
- Planning topic, purpose, and audienceD1.1 — Identify the topic, purpose, and audience for a text and explain why the chosen form, genre, and medium suit them.
- Generating and developing ideasD1.2 — Generate and develop ideas and details about various topics, including diversity, equity, and inclusion and other subjects, using varied strategies and resources.
- Gathering information and citing sourcesD1.3 — Gather information from multiple textual sources, summarize it, verify reliability, and record the creator and source of others' content.
- Organizing and sequencing contentD1.4 — Classify and sequence ideas and information and organize relevant content to suit the chosen form, genre, and medium.
- Reflecting on planning strategiesD1.5 — Explain and compare the strategies and tools used to develop ideas and organize content, and how they improved you as a text creator.
Drafting, Voice, Revising, and Editing
- Drafting texts in various genresD2.1 — Draft complex texts of various forms and genres, including narrative, expository, and informational texts, using varied media, tools, and strategies.
- Transcription: cursive and word processingD2.2 — Write in fluent cursive and apply keyboarding skills with increasing fluency, automaticity, and proficiency to improve texts.
- Establishing voice in writingD2.3 — Establish a personal voice, using varied language and elements of style to express thoughts and opinions with a tone suited to the form and genre.
- Point of view, perspective, and bias in own textsD2.4 — Identify the point of view, perspectives, and bias conveyed in their texts and explain how audiences with different perspectives might interpret them.
- Revising draftsD2.5 — Revise the content, style, patterns, and features of a draft — adding and deleting sentences — to improve clarity, focus, and coherence, using feedback.
- Editing draftsD2.6 — Edit draft texts for spelling, punctuation, grammar, and format, using word-processing software including spell- and grammar-checkers.
Publishing, Presenting, and Reflecting
- Producing final textsD3.1 — Produce final texts using a variety of techniques and tools, including digital design and production tools, to achieve the intended effect.
- Publishing and presenting textsD3.2 — Publish and present texts using selected media and tools, and analyze how the choices helped communicate the message.
- Reflecting on publishing and presentingD3.3 — Compare how strategies and tools helped communicate the message when publishing and presenting, and suggest future improvements.
The official wording — 14 outcomes in this unit
- D1.1
identify the topic, purpose, and audience for various texts they plan to create, and explain why the chosen text form, genre, and medium suit the purpose and audience
- D1.2
generate and develop ideas and details about various topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies
- D1.3
gather information and content relevant to a topic, using multiple textual sources; summarize the information; verify the reliability of sources; and record the creator and source of all content created by others
- D1.4
classify and sequence ideas and collected information, using appropriate strategies and tools, and identify and organize relevant content, taking into account the chosen text form, genre, and medium
- D1.5
explain and compare how the strategies and tools used helped them develop ideas and organize content for texts of the chosen forms, genres, and media, and how they helped them improve as a text creator
- D2.1
draft complex texts of various forms and genres, including narrative, expository, and informational texts, using a variety of media, tools, and strategies
- D2.2
write in fluent cursive, and apply keyboarding skills with increasing fluency, automaticity, and proficiency to improve the accuracy and effect of texts
- D2.3
establish a personal voice in their texts, using varied language and elements of style to express their thoughts, feelings, and opinions about a topic, and using a tone appropriate to the form and genre
- D2.4
identify the point of view, perspectives, and bias conveyed in their texts, and explain how their messages might be interpreted by audiences with different perspectives
- D2.5
make revisions to the content, elements of style, patterns, and features of draft texts, and add and delete sentences to improve clarity, focus, and coherence, using various strategies and seeking and selectively using feedback
- D2.6
edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and format; edit digital texts using word-processing software, including spell- and grammar- checkers
- D3.1
produce final texts, selecting a variety of suitable techniques and tools, including digital design and production tools, to achieve the intended effect
- D3.2
publish and present texts they have created, using selected media and tools, and analyze how their choices helped them communicate their intended message
- D3.3
compare how various strategies and tools helped them communicate their intended message when publishing and presenting texts, and suggest future steps for improvement as a text creator
Printable workbook · A keepsake of the year
A English (Language), 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
What it looks like in the app
Preparing for the EQAO Grade 6 assessment?
Ontario runs EQAO assessments in Grade 6. MapleMind's practice and exam modes build questions from this course so the format feels familiar.
Common questions
Can MapleMind help my child with English (Language), Grade 6?
Yes. MapleMind's AI tutor covers all 58 skills in Ontario's English (Language), 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 Ontario's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Ontario'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), 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 Ontario curriculum for English (Language), Grade 6?
The official source is linked on this page — Ontario'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.
Does MapleMind help with the EQAO Grade 6 assessment?
Yes. Ontario runs EQAO assessments in Grade 6. MapleMind's practice and exam modes build questions from this course so the format feels familiar.
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