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 24 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 Saskatchewan English Language Arts, Grade 6 curriculum
Saskatchewan 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 Saskatchewan's official curriculumRead it on the government site — curriculum.gov.sk.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand CR | 8 | Comprehend and Respond |
| Strand CC | 9 | Compose and Create |
| Strand AR | 3 | Assess and Reflect |
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 1Comprehend and RespondOfficial strand · Strand CR
Growing as a viewer, listener, and reader in Grade 6: responding to texts on identity, social responsibility, and efficacy; using before/during/after strategies and cueing systems; and reading with fluency across genres and cultures.
Responding to Texts About Identity, Responsibility, and Making a Difference
- Responding to identity textsCR6.1 — View, listen to, read, comprehend, and respond to a variety of texts that address identity.
- Responding to making-a-difference textsCR6.1 — View, listen to, read, comprehend, and respond to a variety of texts that address efficacy — making a difference.
- Using before, during, and after strategiesCR6.2 — Select and use appropriate strategies to construct meaning before, during, and after viewing, listening, and reading.
- Using cueing systems to construct meaningCR6.3 — Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphophonic, and other cues to construct and confirm meaning.
- Viewing multimedia texts and their featuresCR6.4 — View, respond to, and understand visual and multimedia grade-appropriate texts, including traditional and contemporary First Nations and Métis texts, noticing their special features.
- Listening to understand and analyzeCR6.5 — Listen purposefully to understand, respond to, and analyze oral information and ideas from a range of texts, including narratives, instructions, explanations, reports, and opinions.
- Reading prose, poetry, and playsCR6.6 — Read and understand grade-appropriate prose fiction, poetry, and plays, including traditional and contemporary First Nations and Métis texts.
- Reading information texts independentlyCR6.7 — Read independently and understand a variety of information texts with some specialized language, including instructional materials, non-fiction, reports, articles, and reference materials.
- Reading with fluency and expressionCR6.8 — Read Grade 6 appropriate texts to increase fluency (120-160 words correct per minute orally; 160-210 silently) and expression.
The official wording — 8 outcomes in this unit
- CR6.1
View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Growing Up)
- 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.
Unit 2Compose and CreateOfficial strand · Strand CC
Growing as someone who represents, speaks, and writes in Grade 6: creating texts on identity, responsibility, and efficacy; using strategies and cueing systems; writing for many purposes; and preparing a teacher-guided inquiry report.
Creating Texts and an Inquiry Report
- Creating identity textsCC6.1 — Create visual, multimedia, oral, and written texts that explore identity.
- Creating making-a-difference textsCC6.1 — Create visual, multimedia, oral, and written texts that explore efficacy — making a difference.
- Using strategies to communicate meaningCC6.2 — Select and use appropriate strategies to communicate meaning before, during, and after speaking, writing, and other representing activities.
- Using cues to communicate meaningCC6.3 — Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphophonic, and other cues to construct and communicate meaning when creating.
- Creating representations to inform, persuade, and entertainCC6.4 — Create and present a variety of representations that communicate ideas and information to inform, persuade, and entertain, including illustrations, diagrams, posters, displays, and cartoons.
- Using oral language to interact in groupsCC6.5 — Use oral language to interact appropriately with others in pairs and small and large group situations, such as asking questions, comparing ideas, and contributing to group success.
- Using oral language to express in formal situationsCC6.6 — Use oral language appropriately to express a range of information and ideas in formal and informal situations, including an oral report based on research, a demonstration, and a short dramatization.
- Writing for many purposesCC6.7 — Write to describe, narrate, explain and inform, and persuade, including multi-paragraph compositions, a friendly letter, directions, a short report, and a viewpoint piece.
- Experimenting with text forms and techniquesCC6.8 — Experiment with a variety of text forms, such as a peer interview, poem, letter, short review, poster, or graphic organizer, and techniques like a surprise ending.
- Preparing a teacher-guided inquiry reportCC6.9 — Prepare a teacher-guided inquiry report related to a stand on a topic, theme, or issue studied in English language arts.
The official wording — 9 outcomes in this unit
- CC6.1
Create various visual, multimedia, oral, and written texts that explore identity (e.g., Your Choices)
- 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.
Unit 3Assess and ReflectOfficial strand · Strand AR
Thinking about our own learning in Grade 6: judging which strategies work best, appraising our skills and setting goals, and appraising our own and others' work for clarity.
Choosing Strategies and Appraising Work
- Choosing the best strategies for each taskAR6.1 — Consider which viewing, listening, reading, representing, speaking, and writing strategies work best for each task and situation.
- Appraising my skills and setting goalsAR6.2 — Appraise your own viewing, listening, reading, representing, speaking, and writing skills and strategies, and set goals for improvement.
- Appraising work for clarityAR6.3 — Appraise your own and others' work for clarity.
The official wording — 3 outcomes in this unit
- 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.
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 24 skills in Saskatchewan'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 Saskatchewan's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Saskatchewan'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 Saskatchewan curriculum for English Language Arts, Grade 6?
The official source is linked on this page — Saskatchewan'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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