Ontario · Grade 6
English (Language), Grade 6
Ontario’s Grade 6 English course, from Literacy Connections and Applications to Composition: Expressing Ideas and Creating Texts.
- Units
- 4
- Lessons
- 13
- Skills
- 58
- Provincial exam
- Yes
- Official curriculum
- Ontario Ministry of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 9 skills
Literacy Connections and Applications
Digital Rights, Identity, and Safety
Rights, responsibilities, and digital identity
I can act on my rights and responsibilities online and build a positive digital identity.
Official code: A2.1
Staying safe and protecting privacy online
I can stay safe online and protect my privacy and well-being.
Official code: A2.2
Researching and evaluating information
I can research and judge whether information can be trusted.
Official code: A2.3
Reading and analyzing digital and media texts
I can analyze how digital and media texts are built to affect an audience.
Official code: A2.4
How form, message, and audience connect
I can explain how a text's form, message, audience, and purpose fit together.
Official code: A2.5
Using digital tools to solve real problems
I can use digital tools in a design process to solve a real problem.
Official code: A2.6
Collaborating safely and respectfully online
I can collaborate online in a safe, respectful, and culturally aware way.
Official code: A2.7
Identity, Belonging, and Indigenous Voices
Identity and belonging in diverse texts
I can explore identity, self, and belonging through diverse voices and experiences.
Official code: A3.2
Themes in First Nations, Métis, and Inuit cultures
I can explore themes and ways of knowing in First Nations, Métis, and Inuit cultures.
Official code: A3.3
The official wording · 9 outcomes
- 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
Key ideas
At Grade 6 you navigate online safely, manage your privacy and personal data, and interact to support everyone's well-being.
At Grade 6 you explain themes in First Nations, Métis, and Inuit cultures across a wider range of texts.
You apply safe habits across more of the online spaces you use.
You show how a theme carries varied perspectives and relationships.
At Grade 6 you gather, evaluate, and use information, weighing validity, credibility, accuracy, and perspective across more sources.
Watch out for
- Assuming a website or app is safe just because it looks professional.
- Blurring First Nations, Métis, and Inuit into one group.
- Sharing a password with a friend as a sign of trust.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 13 skills
Foundations of Language
Oral and Non-Verbal Communication
Active listening in discussions
I can listen actively and respond well in a discussion.
Official code: B1.1
Listening strategies before, during, and after
I can choose listening strategies to understand and respond to what I hear.
Official code: B1.2
Speaking for purpose and audience
I can adjust how I speak to fit my purpose and audience.
Official code: B1.3
Non-verbal communication strategies
I can use and reflect on non-verbal communication.
Official code: B1.4
Precise word choice when speaking
I can choose precise words to make my speaking clear and vivid.
Official code: B1.5
Word-Level Reading, Vocabulary, and Fluency
Morphology: reading and spelling with word parts
I can use word parts to read and spell longer words.
Official code: B2.1
Building and using vocabulary
I can grow my vocabulary and work out new words in context.
Official code: B2.2
Reading fluently with expression
I can read texts fluently and with expression.
Official code: B2.3
Sentence Structure: Relative Clauses
Complex sentences with adjective (relative) clauses
I can build complex sentences with adjective (relative) clauses.
Official code: B3.1
Grammar: Gerunds and Voice
Gerunds as nouns
I can recognize and use gerunds as nouns.
Official code: B3.2
Active and passive voice
I can tell apart and convert active and passive voice.
Official code: B3.2
Punctuation: Colons and Transitional Commas
Colons in salutations and script dialogue
I can use colons in salutations and in scripts.
Official code: B3.3
Commas after transitional words
I can use commas after transitional words and phrases.
Official code: B3.3
The official wording · 13 outcomes
- 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
- B3.2
- distinguishing and converting between active and passive voice
- B3.3
- colons in formal letters and memo salutations and to indicate a new speaker in script dialogue
- B3.3
- commas after transitional words or phrases
Key ideas
At Grade 6 you ANALYZE effective listening skills - knowing when to ask relevant questions and how to respond to others in group discussions.
At Grade 6 you use morphological knowledge to read and spell COMPLEX words accurately and automatically.
A relative (adjective) clause describes a noun and usually begins with who, which, or that (The crowd, who looked happy, danced).
A gerund is an -ing verb form used as a noun (Running is my favourite activity).
A colon follows a formal salutation (To whom it may concern:).
Watch out for
- Waiting to talk instead of actually listening.
- Sounding out letter by letter instead of using known word parts.
- Punctuating an essential relative clause with commas (or omitting commas from a non-essential one).
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 22 skills
Comprehension: Understanding and Responding to Texts
Knowledge About Texts
Reading and comprehending texts
I can read and understand texts using all my language knowledge.
Official code: C1.1
Analyzing text forms and genres
I can analyze how a text's form and genre shape its meaning.
Official code: C1.2
Analyzing text patterns and features
I can analyze how text patterns and features help readers understand.
Official code: C1.3
Analyzing visuals and design
I can analyze how visuals and design carry meaning.
Official code: C1.4
Elements of style in texts
I can analyze elements of style and their effect.
Official code: C1.5
Narrator's point of view
I can analyze the narrator's point of view and its effect.
Official code: C1.6
Indigenous Storywork through First Nations, Métis, and Inuit texts
I can make meaning from First Nations, Métis, and Inuit texts through Indigenous Storywork.
Official code: C1.7
Comprehension Strategies
Using prior knowledge
I can use what I already know to understand new texts.
Official code: C2.1
Purposes for reading and choosing texts
I can choose texts that fit my purpose for reading.
Official code: C2.2
Making predictions and posing questions
I can predict, question, and adjust my understanding while reading.
Official code: C2.3
Monitoring comprehension
I can monitor my understanding and fix it when it breaks down.
Official code: C2.4
Connecting text ideas to self, texts, and world
I can connect a text to myself, other texts, and the world.
Official code: C2.5
Summarizing
I can summarize a text and draw a supported conclusion.
Official code: C2.6
Reflecting on comprehension strategies
I can reflect on which comprehension strategies work best for me.
Official code: C2.7
Critical Thinking About Texts
Literary devices
I can analyze literary devices and their effect.
Official code: C3.1
Making inferences
I can infer meaning using evidence from the text.
Official code: C3.2
Analyzing texts for ideas and information
I can analyze a text's ideas and information to reach conclusions.
Official code: C3.3
Cultural elements in texts
I can analyze cultural elements in texts and connect them to lived experience.
Official code: C3.4
Perspectives and bias
I can analyze perspectives and detect bias in texts.
Official code: C3.5
Topics such as diversity, inclusion, and accessibility
I can analyze how important topics are addressed in texts.
Official code: C3.6
Influences on First Nations, Métis, and Inuit texts
I can analyze how history and culture shape First Nations, Métis, and Inuit texts.
Official code: C3.7
Reflecting on critical thinking skills
I can reflect on the critical thinking skills I use as a reader.
Official code: C3.8
The official wording · 22 outcomes
- 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
Key ideas
At Grade 6 you apply the same knowledge sources to a wider range of texts, tracking longer chains of cohesive ties.
At Grade 6 you identify and explain prior knowledge from personal experiences AND learning in other subject areas.
At Grade 6 you use inferences to DEVELOP INTERPRETATIONS about texts, not just extend understanding.
You lean more on sentence structure to untangle multi-clause sentences.
Knowledge from science, history, or math can unlock a new text.
Watch out for
- Reading word by word without tracking how sentences connect.
- Ignoring relevant prior knowledge while reading.
- Guessing without textual evidence.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 14 skills
Composition: Expressing Ideas and Creating Texts
Planning Texts
Planning topic, purpose, and audience
I can plan a text by matching form, genre, and medium to purpose and audience.
Official code: D1.1
Generating and developing ideas
I can generate and develop ideas for my writing.
Official code: D1.2
Gathering information and citing sources
I can gather, evaluate, and cite information for my writing.
Official code: D1.3
Organizing and sequencing content
I can organize and sequence my content before drafting.
Official code: D1.4
Reflecting on planning strategies
I can reflect on the planning strategies that work best for me.
Official code: D1.5
Drafting, Voice, Revising, and Editing
Drafting texts in various genres
I can draft texts across different genres.
Official code: D2.1
Transcription: cursive and word processing
I can write fluently by hand and with word-processing tools.
Official code: D2.2
Establishing voice in writing
I can write with a voice suited to my form, genre, and audience.
Official code: D2.3
Point of view, perspective, and bias in own texts
I can recognize the point of view and bias in my own writing.
Official code: D2.4
Revising drafts
I can revise a draft to improve clarity, focus, and coherence.
Official code: D2.5
Editing drafts
I can edit my writing for accuracy and correctness.
Official code: D2.6
Publishing, Presenting, and Reflecting
Producing final texts
I can produce a polished final text for its intended effect.
Official code: D3.1
Publishing and presenting texts
I can publish and present a text and reflect on my media choices.
Official code: D3.2
Reflecting on publishing and presenting
I can reflect on the whole creation process and set goals to improve.
Official code: D3.3
The official wording · 14 outcomes
- 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
Key ideas
At Grade 6 you identify the topic, purpose, and audience and explain why the chosen form, genre, and medium suit them across a wider range of texts.
At Grade 6 you draft COMPLEX texts of various genres, including narrative, EXPOSITORY, and informational texts.
At Grade 6 you produce final texts, SELECTING a variety of suitable techniques and tools, including digital design and production tools.
You weigh more form and genre options during planning.
Expository writing explains or informs with an organized structure.
Watch out for
- Choosing a form before thinking about purpose and audience.
- Trying to perfect a draft instead of getting ideas down.
- Treating production as an afterthought.
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 Ontario’s own curriculum for English (Language), Grade 6.
Strands
| Strand | Outcomes | Taught in |
|---|---|---|
| ALiteracy Connections and Applications | Outcomes 9 | Taught in Unit 1 |
| BFoundations of Language | Outcomes 11 | Taught in Unit 2 |
| CComprehension: Understanding and Responding to Texts | Outcomes 22 | Taught in Unit 3 |
| DComposition: Expressing Ideas and Creating Texts | Outcomes 14 | Taught in Unit 4 |
Study it in MapleMind
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Course Companion
Your year in one workbook
A fun way to keep English (Language), Grade 6 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
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Questions about English (Language), Grade 6
What is English (Language), Grade 6?
Ontario’s Grade 6 English course: 4 units and 58 skills, from Literacy Connections and Applications to Composition: Expressing Ideas and Creating Texts.
What units are in English (Language), Grade 6?
1. Literacy Connections and Applications, 2. Foundations of Language, 3. Comprehension: Understanding and Responding to Texts and 4. Composition: Expressing Ideas and Creating Texts.
Is there a provincial exam for English (Language), Grade 6?
Yes. The EQAO Junior Division Assessment: Reading, Writing and Mathematics is written in Ontario. Next sitting: May 4, 2027.
What comes after English (Language), Grade 6?
English (Language), Grade 7.
Can MapleMind help with English (Language), Grade 6?
Yes. MapleMind teaches every skill of English (Language), Grade 6, 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.
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