Ontario
Skills available for Ontario grade 6 English language arts curriculum
Objectives are in black and IXL English language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.
Show alignments for:
- Ontario Curriculum: Reading Ontario Curriculum: Reading
- Ontario Curriculum: Writing Ontario Curriculum: Writing
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Reading
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2 recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
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2.1 analyse a variety of text forms and explain how their particular characteristics help communicate meaning, with a focus on literary texts such as a myth (e.g., the use of imaginary/supernatural characters tells the reader not to interpret the story literally), graphic texts such as an advertisement (e.g., colour and layout are used to emphasize the appeal and importance of the product), and informational texts such as an editorial (e.g., the formal, logical structure of thesis, development, and summary/conclusion helps create an authoritative impression)
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2.2 identify a variety of organizational patterns in a range of texts and explain how they help readers understand the texts (e.g., order of importance in a persuasive letter or news report, a grid and coordinates in a map, columns and rows in a table, time order in a biography)
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2.3 identify a variety of text features and explain how they help readers understand texts (e.g., indexes, headings/ subheadings, captions and labels, and drop-down menus help the reader locate key words, phrases, or ideas when skimming or scanning a text before reading)
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2.4 identify various elements of style – including voice, word choice, and the use of hyperbole, strong verbs, dialogue, and complex sentences – and explain how they help communicate meaning (e.g., hyperbole provides drama and emphasis in a persuasive article; a complex sentence allows the author to combine ideas for succinctness and improved flow)
- Which sentence is more formal? (6-C.1)
- Compare passages for tone (6-C.2)
- Identify the author's purpose (6-C.3)
- Interpret figures of speech (6-E.1)
- Classify figures of speech (6-E.2)
- Analyze the effects of figures of speech on meaning and tone (6-E.3)
- Choose the synonym (6-Q.1)
- Find synonyms in context (6-Q.2)
- Choose the antonym (6-Q.3)
- Find antonyms in context (6-Q.4)
- Determine the meaning of idioms from context: set 1 (6-S.1)
- Identify the meaning of idioms and adages: set 1 (6-S.2)
- Determine the meaning of idioms from context: set 2 (6-S.3)
- Identify the meaning of idioms and adages: set 2 (6-S.4)
- Describe the difference between related words (6-T.1)
- Positive and negative connotation (6-T.2)
- Is the sentence declarative, interrogative, imperative or exclamatory? (6-X.1)
- Is the sentence simple, compound or complex? (6-X.9)
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3 use knowledge of words and cueing systems to read fluently;
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3.1 automatically read and understand most words in a range of reading contexts (e.g., words from oral vocabulary and grade-level texts; terminology used regularly in discussions and posted on anchor charts; words from shared-, guided-, and independent-reading texts and resource materials in the curriculum subject areas)
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3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues, including:
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semantic (meaning) cues (e.g., prefixes, suffixes, base words, phrases, sentences, and visuals that activate existing knowledge of oral and written language);
- Interpret figures of speech (6-E.1)
- Classify figures of speech (6-E.2)
- Use personification (6-L.1)
- Words with pre- (6-O.1)
- Words with re- (6-O.2)
- Words with sub- (6-O.3)
- Words with mis- (6-O.4)
- Words with un-, dis-, in-, im- and non- (6-O.5)
- Words with -ful (6-O.6)
- Words with -less (6-O.7)
- Words with -able and -ible (6-O.8)
- Use Greek and Latin roots as clues to the meanings of words (6-P.1)
- Use the meanings of words as clues to the meanings of Greek and Latin roots (6-P.2)
- Use words as clues to the meanings of Greek and Latin roots (6-P.3)
- Determine the meanings of Greek and Latin roots (6-P.4)
- Determine the meanings of words with Greek and Latin roots (6-P.5)
- Find synonyms in context (6-Q.2)
- Find antonyms in context (6-Q.4)
- Which definition matches the sentence? (6-R.2)
- Which sentence matches the definition? (6-R.3)
- Determine the meaning of idioms from context: set 1 (6-S.1)
- Identify the meaning of idioms and adages: set 1 (6-S.2)
- Determine the meaning of idioms from context: set 2 (6-S.3)
- Identify the meaning of idioms and adages: set 2 (6-S.4)
- Describe the difference between related words (6-T.1)
- Positive and negative connotation (6-T.2)
- Find words using context (6-V.1)
- Determine the meaning of words using synonyms in context (6-V.2)
- Determine the meaning of words using antonyms in context (6-V.3)
- Use context to identify the meaning of a word (6-V.4)
- Determine the meaning of domain-specific words with pictures (6-V.5)
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syntactic (language structure) cues (e.g., word order, language patterns, punctuation);
- Is the sentence declarative, interrogative, imperative or exclamatory? (6-X.1)
- Identify the complete subject or complete predicate of a sentence (6-X.2)
- Identify the simple subject or simple predicate of a sentence (6-X.3)
- Identify the compound subject or compound predicate of a sentence (6-X.4)
- Identify common and proper nouns (6-Y.1)
- Form plurals of nouns ending in f, fe, o and y (6-Y.2)
- Form and use plurals of nouns ending in f, fe, o and y (6-Y.3)
- Form plurals: review (6-Y.4)
- Form and use plurals: review (6-Y.5)
- Identify plurals, singular possessives and plural possessives (6-Y.6)
- Form the singular or plural possessive (6-Y.7)
- Identify and correct errors with plural and possessive nouns (6-Y.8)
- Identify pronouns and their antecedents (6-Z.1)
- Use the pronoun that agrees with the antecedent (6-Z.2)
- Identify vague pronoun references (6-Z.3)
- Identify all of the possible antecedents (6-Z.4)
- Choose between subject and object pronouns (6-AA.1)
- Compound subjects and objects with "I" and "me" (6-AA.2)
- Compound subjects and objects with pronouns (6-AA.3)
- Use possessive pronouns (6-AA.4)
- Choose between personal and reflexive pronouns (6-AA.5)
- Use reflexive pronouns (6-AA.6)
- Is the pronoun reflexive or intensive? (6-AA.7)
- Identify relative pronouns (6-AA.8)
- Use relative pronouns: who and whom (6-AA.9)
- Use relative pronouns: who, whom, whose, which and that (6-AA.10)
- Identify main verbs and helping verbs (6-BB.1)
- Identify transitive and intransitive verbs (6-BB.2)
- What does the modal verb show? (6-BB.4)
- Irregular past tense: review (6-DD.1)
- Simple past, present and future tense: review (6-DD.2)
- Correct inappropriate shifts in verb tense (6-DD.3)
- Identify adjectives (6-EE.1)
- Order adjectives (6-EE.2)
- Identify adverbs (6-EE.3)
- Choose between adjectives and adverbs (6-EE.5)
- Is the word an adjective or adverb? (6-EE.6)
- Form and use comparative and superlative adjectives (6-EE.7)
- Good, better, best, bad, worse and worst (6-EE.8)
- Form and use comparative and superlative adverbs (6-EE.9)
- Well, better, best, badly, worse and worst (6-EE.10)
- Pronoun-verb contractions (6-HH.1)
- Contractions with "not" (6-HH.2)
- Commas with compound and complex sentences (6-II.1)
- Commas with direct addresses, introductory words, interjections and interrupters (6-II.2)
- Commas with coordinate adjectives (6-II.3)
- What does the punctuation suggest? (6-II.4)
- Commas with nonrestrictive elements (6-II.5)
- Use dashes (6-II.6)
- Formatting quotations and dialogue (6-KK.3)
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graphophonic (phonological and graphic) cues (e.g., words within larger words, syllables within longer words, similarities between words with known spelling patterns and unknown words)
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3.3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose (e.g., read a radio drama or radio editorial in role with suitable emphasis and phrasing)
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