Saskatchewan · Grade 6
English Language Arts, Grade 6
Saskatchewan’s Grade 6 English course, from Comprehend and Respond to Assess and Reflect.
- Units
- 3
- Lessons
- 3
- Skills
- 24
- Provincial exam
- None
- Official curriculum
- Saskatchewan Ministry of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 10 skills
Comprehend and Respond
Responding to Texts About Identity, Responsibility, and Making a Difference
Responding to identity texts
I can respond to a text about identity and growing up with evidence.
Official code: CR6.1
Responding to social-responsibility texts
I can respond to a text about social responsibility with evidence.
Official code: CR6.1
Responding to making-a-difference texts
I can respond to a text about making a difference and explain the efficacy idea with evidence.
Official code: CR6.1
Using before, during, and after strategies
I can use a strategy before, during, and after I read to understand a text better.
Official code: CR6.2
Using cueing systems to construct meaning
I can use different kinds of cues together to figure out and confirm meaning.
Official code: CR6.3
Viewing multimedia texts and their features
I can understand and respond to a multimedia text and its special features.
Official code: CR6.4
Listening to understand and analyze
I can listen purposefully to analyze information and ideas I hear.
Official code: CR6.5
Reading prose, poetry, and plays
I can read and interpret fiction, poetry, and plays from different cultures.
Official code: CR6.6
Reading information texts independently
I can read information texts on my own and understand their specialized language.
Official code: CR6.7
Reading with fluency and expression
I can read Grade 6 texts smoothly and with expression.
Official code: CR6.8
The official wording · 10 outcomes
- CR6.1
- View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Growing Up)
- CR6.1
- read, comprehend, and respond to a variety of texts that address identity (e.g., Growing Up), social responsibility (e.g., Going the Distance)
- CR6.1
- texts that address identity (e.g., Growing Up), social responsibility (e.g., Going the Distance), and efficacy (e.g., Making Our Community More Peaceful).
- CR6.2
- Select and use appropriate strategies to construct meaning before (e.g., considering what they know and need to know about topic), during (e.g., making connections to prior knowledge and experiences), and after (e.g., drawing conclusions) viewing, listening, and reading.
- CR6.3
- Use pragmatic (e.g., function and purpose of texts), textual (e.g., form/genre, sequence of ideas), syntactic (e.g., word order and emphasis on particular words), semantic/lexical/morphological (e.g., capture particular aspect of intended meaning), graphophonic (e.g., sound-symbol patterns and relationships), and other cues (e.g., the speaker’s non-verbal cues) to construct and confirm meaning.
- CR6.4
- View, respond, and demonstrate comprehension of visual and multimedia grade-appropriate texts including traditional and contemporary texts from First Nations, Métis, and other cultures containing special features (e.g., the visual components of magazines, newspapers, websites, comic books, broadcast media, video, and advertising).
- CR6.5
- Listen purposefully to understand, respond, and analyze oral information and ideas from a range of texts including narratives, instructions, oral explanations and reports, and opinions.
- CR6.6
- Read and demonstrate comprehension and interpretation of grade-appropriate texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis, and other cultures.
- CR6.7
- Read independently and demonstrate comprehension of a variety of information texts with some specialized language including grade-level instructional materials, non-fiction books, reports and articles from magazines and journals, reference materials, and written instructions.
- CR6.8
- Read Grade 6 appropriate texts to increase fluency (120-160 wcpm orally; 160-210 silently) and expression.
Key ideas
Identity texts in Grade 6 explore growing up — how we change and what shapes who we are.
We comprehend by viewing, listening, AND reading, and respond with evidence from the text and our own experience.
Social-responsibility texts like 'Going the Distance' explore perseverance and doing right by others.
A thoughtful response weighs the ideas in the text and backs up thinking with evidence.
Efficacy is the belief that your actions CAN make a difference — like making a community more peaceful.
Watch out for
- Only retelling what happened instead of responding to the identity theme.
- Responding with no evidence from the text.
- Judging a character's choice without evidence from the text.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 11 skills
Compose and Create
Creating Texts and an Inquiry Report
Creating identity texts
I can create a text that explores my identity and the choices I make.
Official code: CC6.1
Creating social-responsibility texts
I can create a text that explores a social-responsibility question.
Official code: CC6.1
Creating making-a-difference texts
I can create a text that shows how an action or system can make a difference.
Official code: CC6.1
Using strategies to communicate meaning
I can use strategies before, during, and after I create to communicate clearly.
Official code: CC6.2
Using cues to communicate meaning
I can use cues like paragraphs, sentence structure, and word choice to communicate meaning.
Official code: CC6.3
Creating representations to inform, persuade, and entertain
I can create a representation that informs, persuades, or entertains my audience.
Official code: CC6.4
Using oral language to interact in groups
I can use oral language to interact well in pairs and groups.
Official code: CC6.5
Using oral language to express in formal situations
I can express information and ideas in a formal oral situation.
Official code: CC6.6
Writing for many purposes
I can write for different purposes: to describe, narrate, explain, and persuade.
Official code: CC6.7
Experimenting with text forms and techniques
I can experiment with a new text form or technique.
Official code: CC6.8
Preparing a teacher-guided inquiry report
I can prepare a guided inquiry report that takes a stand on a topic.
Official code: CC6.9
The official wording · 11 outcomes
- CC6.1
- Create various visual, multimedia, oral, and written texts that explore identity (e.g., Your Choices)
- CC6.1
- Create various visual, multimedia, oral, and written texts that explore identity (e.g., Your Choices), social responsibility (e.g., Looking for Answers)
- CC6.1
- explore identity (e.g., Your Choices), social responsibility (e.g., Looking for Answers), and efficacy (e.g., Systems for Living).
- CC6.2
- Select and use the appropriate strategies to communicate meaning before (e.g., identifying purpose and audience), during (e.g., acknowledging sources), and after (e.g., revising to enhance clarity) speaking, writing, and other representing activities.
- CC6.3
- Use pragmatic (e.g., function and purpose), textual (e.g., paragraphs), syntactic (e.g., complete sentences with appropriate subordination and modification), semantic/lexical/morphological (e.g., figurative words), graphophonic (e.g., spelling strategies), and other cues (e.g., appropriate volume and intonation) to construct and to communicate meaning.
- CC6.4
- Create and present a variety of representations that communicate ideas and information to inform or persuade and to entertain an audience, including illustrations, diagrams, posters, displays, and cartoons.
- CC6.5
- Useorallanguageto interactappropriatelywith othersinpairs,andsmalland largegroupsituations(e.g., askingquestionstoexplore others’ideasandviewpoints, discussingandcomparing ideasandopinions,completing tasksandcontributingtogroup success).
- CC6.6
- Useorallanguage appropriatelytoexpressa rangeofinformationand ideasinformalandinformal situationsincludingpresenting anoralreportbasedon research,ademonstration,and ashortdramatization.
- CC6.7
- Write to describe a place; to narrate an incident from own experience in a multi-paragraph composition and in a friendly letter; to explain and inform in multi-step directions and a short report explaining a problem and providing a solution; and, to persuade to support a viewpoint or stand.
- CC6.8
- Experiment with a variety of text forms (e.g., a peer interview, presentation at an assembly, poem, letter to parents, short review, poster, tableau, graphic organizer) and techniques (e.g., surprise ending).
- CC6.9
- Prepare a teacher-guided inquiry report related to a stand on a topic, theme, or issue studied in English language arts.
Key ideas
Identity texts like 'Your Choices' explore how the choices we make shape who we are.
We can create in many forms — visual, multimedia, oral, or written — with a clear message.
Social-responsibility texts like 'Looking for Answers' explore fairness, community, and our duties to others.
A strong created text organizes ideas logically and uses language and conventions competently.
Efficacy texts like 'Systems for Living' explore how the systems and actions people choose can improve life.
Watch out for
- Creating a piece that has no clear message about identity.
- Thinking the form doesn't matter to the message.
- Presenting an issue without exploring it.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 3 skills
Assess and Reflect
Assess and Reflect on Language Abilities
Choosing Strategies and Appraising Work
Choosing the best strategies for each task
I can choose the strategy that works best for a given task.
Official code: AR6.1
Appraising my skills and setting goals
I can appraise my own skills and set a goal for improvement.
Official code: AR6.2
Appraising work for clarity
I can appraise my own and others' work for clarity.
Official code: AR6.3
The official wording · 3 outcomes
- AR6.1
- Consider which viewing, listening, reading, representing, speaking, and writing strategies work best for each task and situation.
- AR6.2
- Appraise own viewing, listening, reading, representing, speaking, and writing skills and strategies, and set goals for improvement.
- AR6.3
- Appraise own and others’ work for clarity.
Key ideas
Different tasks call for different strategies — the best strategy for skimming an article isn't the best for editing a poem.
Reflecting on which strategy fits each situation makes your work more effective.
Appraising means judging your own skills honestly — what is strong and what needs work.
A good improvement goal targets a real weakness you found while appraising.
Clarity means the message is easy to follow — the audience understands it without confusion.
Watch out for
- Using the same strategy for every task.
- Never reflecting on whether a strategy actually worked.
- Appraising only strengths and ignoring weaknesses.
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 Saskatchewan’s own curriculum for English Language Arts, Grade 6.
Textbooks
The textbooks Saskatchewan Ministry of Education lists for English Language Arts, Grade 6:
- Gage Cornerstones 6: Canadian Language Arts (Western ed.)
- Looking for Answers. Anthology
- Nelson Literacy 6
- Nelson Spelling 6
From core resources, read October 27, 2026. curriculum.gov.sk.ca
Strands
| Strand | Outcomes | Taught in |
|---|---|---|
| CRComprehend and Respond | Outcomes 8 | Taught in Unit 1 |
| CCCompose and Create | Outcomes 9 | Taught in Unit 2 |
| ARAssess and Reflect on Language Abilities | Outcomes 3 | Taught in Unit 3Assess and Reflect |
Study it in MapleMind
MapleMind teaches English Language Arts, Grade 6 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.
Course Companion
Your year in one workbook
A fun way to keep English Language Arts, 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.
- Pages
- 24
- Fillable fields
- 1,262
- Price
- $4.99
Questions about English Language Arts, Grade 6
What is English Language Arts, Grade 6?
Saskatchewan’s Grade 6 English course: 3 units and 24 skills, from Comprehend and Respond to Assess and Reflect.
What units are in English Language Arts, Grade 6?
1. Comprehend and Respond, 2. Compose and Create and 3. Assess and Reflect.
Is there a provincial exam for English Language Arts, Grade 6?
No. Saskatchewan gives no provincial exam for English Language Arts, Grade 6.
What textbook does English Language Arts, Grade 6 use?
The textbooks Saskatchewan Ministry of Education lists for English Language Arts, Grade 6: Gage Cornerstones 6: Canadian Language Arts (Western ed.), Looking for Answers. Anthology, Nelson Literacy 6 and Nelson Spelling 6.
What comes after English Language Arts, Grade 6?
English Language Arts, Grade 7.
Can MapleMind help with English Language Arts, Grade 6?
Yes. MapleMind teaches every skill of English Language Arts, 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.
Get ready for English Language Arts, Grade 6
Practise every skill of English Language Arts, Grade 6 in MapleMind, free with daily limits.
