CricketTogether Standards Alignment

ELA, SEL, and ISTE standards are addressed in every CricketTogether unit. See Unit-Specific Standards for standards that are addressed in specific units.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Students self-select a text to read and then engage in a written correspondence with an eMentor to discuss the text and relate ideas from the text to their own personal experiences. Students are prompted to cite evidence from the text in their letters.
Read and comprehend complex literary and informational texts independently and proficiently.
Students have the opportunity to read both literary and informational texts across a range of lexiles.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Students are prompted to write letters that discuss ideas from the text as well as communicate with an adult about unit themes and personal observations.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Students have the opportunity to plan and organize their letters thourhg sentence prompts and a revision stage within the authoring tool.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Studnets access articles from the Together website and use the authoring tool to share their writing via a monitored email system.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Students are encouraged to refer to examples from the text when sharing their own ideas and opinions about the texts.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Teachers can determine the time frames in which students will draft letters to their eMentors. The letter prompts, tips, and writing checklists ensure that the writing is specific to the task, purpose, and audience.
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Students are encouraged to engage in a class discussion about the read-aloud and unit topic before selecting their focus article to read with their eMentor.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Students practice standard English grammar in their letters with eMentors and in class discussions.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Students are reminded to use correct capitalization, punctuation, and spelling when writing their letters.
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Students are given the opportunity to make choices about the article that they read and share, as well as choices about what to share with their eMentor in their letters.
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Students learn new vocabulary with each unit and article, and are encouraged to use this vocabulary in class discussions and in written correspondence.
• Self-awareness
• Self-management
• Social awareness
• Relationship skills
• Responsible decision-making
Students develop social awareness and relationship skills by forming a personal connection with their eMentor through their written correspondence.
Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.
• 1b. Students build networks and customize their learning environments in ways that support the learning process.
• 1c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Students choose one article per unit to read with their eMentor. Students use a rubric to self-assess the letters they share.
Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical.
• 2a. Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
• 2b. Students engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices.
Students are responsible for creating a meaningful relationship with their eMentor, while being protected through a series of screening processes overseen by teachers and program managers.
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.
Students read and craft letters on a digital platform and are given the opportunity to extend their learning with creative projects.
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.
Students communicate with their eMentor and with classmates in class discussions about the unit topics.
• 6a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
• 6b. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces, or in the field.
• 6c. Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
• 6d. Model and nurture creativity and creative expression to communicate ideas, knowledge, or connections.
Teachers provide a safe environment for students to explore topics individually, as a class, and in partnership with their eMentors.