Lesson Number, Title and Focus Standards	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
Lesson 1 - Noticing and Wondering: Feathered Friends Saver CCSS.RI.1.1CCSS.RI.1.2CCSS.SL.1.1CCSS.SL.1.2CCSS.W.1.8NC.RI.1.1NC.RI.1.2NC.SL.1.1NC.SL.1.2NC.W.1.6TN.1.RI.KID.2TN.1.SL.CC.1TN.1.W.PDW.4TN.LA.1.RI.KID.1TN.LA.1.SL.CC.2TN.LA.1.W.RBPK.8	I can make observations about the Feathered Friends Saver. I can answer questions about the text Olivia’s Birds: Saving the Gulf.	During the structured discussion in Work Time A, use the Speaking and Listening Checklist to gather data on student progress. During the read-aloud in Work Time B, use the Reading Informational Text Checklist to track student progress.	Vocabulary Strategies anchor chart Questions about Feathered Friends Saver anchor chart Working to Become Ethical People anchor chart Working to Contribute to a Better World anchor chart
Lesson 2 - Focused Read-Aloud: A Place for Birds, Pages 1-6 and 11-20 CCSS.L.1.4CCSS.L.1.4.aCCSS.L.1.4.bCCSS.L.1.4.cCCSS.RI.1.1CCSS.RI.1.3CCSS.RI.1.4CCSS.RI.1.7NC.L.1.4NC.RI.1.1NC.RI.1.3NC.RI.1.4NC.RI.1.7TN.1.FL.VA.7aTN.1.FL.VA.7a.iTN.1.FL.VA.7a.iiTN.1.FL.VA.7a.iiiTN.1.RI.CS.4TN.1.RI.IKI.7TN.1.RI.KID.3TN.LA.1.RI.KID.1	I can identify the author’s point in the text A Place for Birds using key details and illustrations. I can use different strategies to determine the meaning of new words.	During the Closing, use the Language Checklist to track student progress.	Vocabulary Strategies anchor chart Questions We Can Ask during a Language Dive anchor chart
Lesson 3 - Whole Group Research Reading: A Place for Birds, Pages 3-4, 15-16, and 19-20 CCSS.L.1.4CCSS.L.1.4.aCCSS.L.1.4.bCCSS.L.1.4.cCCSS.RI.1.1CCSS.RI.1.3CCSS.RI.1.4CCSS.RI.1.7CCSS.RI.1.8CCSS.SL.1.2CCSS.W.1.8NC.L.1.4NC.RI.1.1NC.RI.1.3NC.RI.1.4NC.RI.1.7NC.RI.1.8NC.SL.1.2NC.W.1.6TN.1.FL.VA.7aTN.1.FL.VA.7a.iTN.1.FL.VA.7a.iiTN.1.FL.VA.7a.iiiTN.1.RI.CS.4TN.1.RI.IKI.7TN.1.RI.IKI.8TN.1.RI.KID.3TN.1.W.PDW.4TN.LA.1.RI.KID.1TN.LA.1.SL.CC.2TN.LA.1.W.RBPK.8	I can identify reasons the author gives to support her point in the text A Place for Birds. I can use different strategies to determine the meaning of new words. I can write about a reason the author gives to support her point in the text A Place for Birds.	During the research reading and independent writing in Work Times A and B, use the Reading Informational Text Checklist to track student progress. During the Closing, use the Language Checklist to track student progress	Vocabulary Strategies anchor chart Caring for Birds: Class Notes
Lesson 4 - Small Group Research Reading: A Place for Birds, Pages 5-6, 11-12, 13-14, and 17-18 CCSS.L.1.4CCSS.L.1.4.aCCSS.L.1.4.bCCSS.L.1.4.cCCSS.RI.1.1CCSS.RI.1.3CCSS.RI.1.7CCSS.RI.1.8CCSS.SL.1.2CCSS.W.1.8NC.L.1.4NC.RI.1.1NC.RI.1.3NC.RI.1.7NC.RI.1.8NC.SL.1.2NC.W.1.6TN.1.FL.VA.7aTN.1.FL.VA.7a.iTN.1.FL.VA.7a.iiTN.1.FL.VA.7a.iiiTN.1.RI.IKI.7TN.1.RI.IKI.8TN.1.RI.KID.3TN.1.W.PDW.4TN.LA.1.RI.KID.1TN.LA.1.SL.CC.2TN.LA.1.W.RBPK.8	I can identify and write about the reasons the author gives to support her point in the text. I can use different strategies to determine the meaning of new words.	During the Closing, use the Language Checklist to track student progress.	Vocabulary Strategies anchor chart Caring for Birds: Class Notes Small Group Research anchor chart
Lesson 5 - Preparing for Assessment: Identifying Reasons Plants Need Birds CCSS.L.1.4CCSS.L.1.4.aCCSS.L.1.4.bCCSS.L.1.4.cCCSS.RI.1.1CCSS.RI.1.3CCSS.RI.1.4CCSS.RI.1.8CCSS.SL.1.2CCSS.W.1.8NC.L.1.4NC.RI.1.1NC.RI.1.3NC.RI.1.4NC.RI.1.8NC.SL.1.2NC.W.1.6TN.1.FL.VA.7aTN.1.FL.VA.7a.iTN.1.FL.VA.7a.iiTN.1.FL.VA.7a.iiiTN.1.RI.CS.4TN.1.RI.IKI.8TN.1.RI.KID.3TN.1.W.PDW.4TN.LA.1.RI.KID.1TN.LA.1.SL.CC.2TN.LA.1.W.RBPK.8	I can identify reasons an author gives to support the idea that plants need birds in the text A Place for Birds. I can use different strategies to determine the meaning of new words.	During independent and shared writing in Work Time C and the Closing, use the Language Checklist to track student progress.	We Need Birds anchor chart Vocabulary Strategies anchor chart Questions We Can Ask during a Language Dive anchor chart
Lesson 6 - Preparing for the Assessment: Identifying Reasons Animals Need Birds CCSS.L.1.4CCSS.L.1.4.aCCSS.L.1.4.bCCSS.L.1.4.cCCSS.RI.1.1CCSS.RI.1.3CCSS.RI.1.4CCSS.RI.1.8CCSS.SL.1.2CCSS.W.1.8NC.L.1.4NC.RI.1.1NC.RI.1.3NC.RI.1.4NC.RI.1.8NC.SL.1.2NC.W.1.6TN.1.FL.VA.7aTN.1.FL.VA.7a.iTN.1.FL.VA.7a.iiTN.1.FL.VA.7a.iiiTN.1.RI.CS.4TN.1.RI.IKI.8TN.1.RI.KID.3TN.1.W.PDW.4TN.LA.1.RI.KID.1TN.LA.1.SL.CC.2TN.LA.1.W.RBPK.8	I can identify reasons an author gives to support the idea that plants need birds in the text A Place for Birds. I can use different strategies to determine the meaning of new words.	During Work Time C and the Closing, use the Language Checklist to note student progress.	We Need Birds anchor chart Questions We Can Ask during a Language Dive anchor chart
Lesson 7 - Unit 3 Assessment: Identifying Reasons People Need Birds CCSS.L.1.1CCSS.L.1.1.fCCSS.L.1.4CCSS.L.1.4.aCCSS.L.1.4.bCCSS.L.1.4.cCCSS.RI.1.1CCSS.RI.1.3CCSS.RI.1.4CCSS.RI.1.8CCSS.SL.1.1CCSS.SL.1.1.aCCSS.SL.1.1.bCCSS.SL.1.2CCSS.W.1.8NC.L.1.1NC.L.1.1.fNC.L.1.4NC.RI.1.1NC.RI.1.3NC.RI.1.4NC.RI.1.8NC.SL.1.1NC.SL.1.1.aNC.SL.1.1.bNC.SL.1.2NC.W.1.6TN.1.FL.SC.6.eTN.1.FL.VA.7aTN.1.FL.VA.7a.iTN.1.FL.VA.7a.iiTN.1.FL.VA.7a.iiiTN.1.RI.CS.4TN.1.RI.IKI.8TN.1.RI.KID.3TN.1.SL.CC.1TN.1.W.PDW.4TN.LA.1.FL.WC.4TN.LA.1.RI.KID.1TN.LA.1.SL.CC.2TN.LA.1.W.RBPK.8	I can identify the reasons the author gives to support the point that birds help people. I can use different strategies to determine the meaning of new words. I can discuss my opinion using a compelling reason to support it.	During the Opening, use the Language Checklist to track student progress. During the Vote with Your Feet protocol in Work Time B, use the Speaking and Listening Checklist to track student progress.	Bird Adjectives anchor chart Back-to-Back and Face-to-Face Protocol anchor chart We Need Birds anchor chart Vocabulary Strategies anchor chart Vote with Your Feet Protocol anchor chart Respectful Opinions anchor chart Working to Contribute to a Better World anchor chart
Lesson 8 - Speaking and Listening: Introducing the Performance Task CCSS.L.1.1CCSS.L.1.1.fCCSS.L.1.4CCSS.SL.1.1CCSS.SL.1.2CCSS.SL.1.3NC.L.1.1NC.L.1.1.fNC.L.1.4NC.SL.1.1NC.SL.1.2NC.SL.1.3TN.1.FL.SC.6.eTN.1.FL.VA.7aTN.1.SL.CC.1TN.1.SL.CC.3TN.LA.1.FL.WC.4TN.LA.1.SL.CC.2	I can identify the writing criteria for our Feathered Friends Saver. I can identify the scientific drawing criteria for our Feathered Friends Saver.	During the Bird Adjectives activity in the Opening, continue to use the Language Checklist track student progress. During Work Times A and B, use the Speaking and Listening Checklist to track student progress.	Bird Adjectives anchor chart Back-to-Back and Face-to-Face Protocol anchor chart Questions about Feathered Friends Saver anchor chart Feathered Friends Saver Criteria anchor chart Parts of an Informative Paragraph anchor chart
Lesson 9 - Independent Writing: Planning a Feathered Friends Saver CCSS.L.1.1CCSS.L.1.1.fCCSS.L.1.2CCSS.SL.1.1CCSS.SL.1.2CCSS.SL.1.3CCSS.SL.1.5CCSS.W.1.2CCSS.W.1.8NC.L.1.1NC.L.1.1.fNC.L.1.2NC.SL.1.1NC.SL.1.2NC.SL.1.3NC.SL.1.5NC.W.1.2NC.W.1.6TN.1.FL.SC.6TN.1.FL.SC.6.eTN.1.SL.CC.1TN.1.SL.CC.3TN.1.SL.PKI.5TN.1.W.PDW.4TN.1.W.TTP.2TN.LA.1.FL.WC.4TN.LA.1.SL.CC.2TN.LA.1.W.RBPK.8	I can choose an adjective and two facts for my Feathered Friends Saver that describe and teach my reader about birds. I can draw a first draft scientific drawing of my chosen local bird.	During the Bird Adjectives activity in the Opening, use the Language Checklist to continue to track student progress. During Work Time A, use the Informational Writing Checklist to monitor student progress.	Bird Adjectives anchor chart Back-to-Back and Face-to-Face Protocol anchor chart Beaks: Class Notes Feathers: Class Notes Stories of Bird Helpers anchor chart Pale Male: Class Notes Local Birds chart Feathered Friends Saver Criteria anchor chart Pinky Partners Protocol anchor chart
Lesson 10 - Independent Writing: Feathered Friends Saver, Day 1 CCSS.L.1.1CCSS.L.1.1.fCCSS.L.1.2CCSS.SL.1.1CCSS.SL.1.2CCSS.SL.1.3CCSS.SL.1.5CCSS.W.1.2CCSS.W.1.8NC.L.1.1NC.L.1.1.fNC.L.1.2NC.SL.1.1NC.SL.1.2NC.SL.1.3NC.SL.1.5NC.W.1.2NC.W.1.6TN.1.FL.SC.6TN.1.FL.SC.6.eTN.1.SL.CC.1TN.1.SL.CC.3TN.1.SL.PKI.5TN.1.W.PDW.4TN.1.W.TTP.2TN.LA.1.FL.WC.4TN.LA.1.SL.CC.2TN.LA.1.W.RBPK.8CCSS.W.1.5NC.W.1.1.bNC.W.1.2.bNC.W.1.3.bTN.1.W.PDW.5	I can write a first draft of my informative paragraph for my Feathered Friends Saver using my planning page. I can use feedback to draw a second draft scientific drawing of my chosen local bird.	During the Bird Adjectives activity in the Opening, continue to use the Language Checklist to track student progress. During Work Time A, use the Informational Writing Checklist to track student progress.	Bird Adjectives anchor chart Back-to-Back and Face-to-Face Protocol anchor chart Feathered Friends Saver Criteria anchor chart Pinky Partners Protocol anchor chart
Lesson 11 - Independent Writing: Feathered Friends Saver, Day 2 CCSS.L.1.1CCSS.L.1.1.fCCSS.L.1.2CCSS.L.1.4CCSS.SL.1.1CCSS.SL.1.5CCSS.W.1.2CCSS.W.1.5CCSS.W.1.8NC.L.1.1NC.L.1.1.fNC.L.1.2NC.L.1.4NC.SL.1.1NC.SL.1.5NC.W.1.1.bNC.W.1.2NC.W.1.2.bNC.W.1.3.bNC.W.1.6TN.1.FL.SC.6TN.1.FL.SC.6.eTN.1.FL.VA.7aTN.1.SL.CC.1TN.1.SL.PKI.5TN.1.W.PDW.4TN.1.W.PDW.5TN.1.W.TTP.2TN.LA.1.FL.WC.4TN.LA.1.W.RBPK.8	I can use feedback from my classmates and teacher to revise and edit my informative paragraph. I can add color to the second draft of my scientific drawing of my chosen local bird.	As students revise and edit their informative paragraphs during Work Time A, use the Informational Writing Checklist to track student progress.	Feathered Friends Saver Criteria anchor chart Pinky Partners Protocol anchor chart
Lessons 12 and 13 - Publishing Writing: Feathered Friends Savers (includes optional flex day) CCSS.L.1.1CCSS.L.1.1.aCCSS.W.1.6NC.L.1.1NC.L.1.1.aNC.W.1.4TN.1.FL.WC.4.gTN.1.W.PDW.4TN.1.W.PDW.6TN.LA.1.FL.WC.4	I can hand write a final copy of my Feathered Friends Saver. I can type the heading of my informative paragraph for the Feathered Friends Saver.	Collect students’ handwritten final copy of the Performance Task writing template and use the Language Checklist to track progress. As students explore technology by typing their heading in Work Time B, use the Informational Writing Checklist to track student progress.	N/A
Lessons 14 and 15 - Speaking and Listening: Preparing for the End of Module Celebration (includes optional flex day) CCSS.SL.1.4CCSS.SL.1.6NC.SL.1.4TN.1.SL.PKI.4TN.1.SL.PKI.6	I can share my Performance Task writing template using a loud and clear voice. I can answer questions about my Feathered Friends Saver using complete sentences.	During Work Times B and C, use the Speaking and Listening Checklist to monitor student progress.	Ways We Share Our Work anchor chart Feathered Friends Saver Reflection Questions anchor chart
Lessons 16 and 17 - End of Module Celebration: Feathered Friends Savers (includes optional flex day) CCSS.SL.1.4CCSS.SL.1.6CCSS.W.1.8NC.SL.1.4NC.W.1.6TN.1.SL.PKI.4TN.1.SL.PKI.6TN.1.W.PDW.4TN.LA.1.W.RBPK.8	I can share my Feathered Friends Saver using a loud and clear voice. I can answer questions about my Feathered Friends Saver using complete sentences. I can write a letter to the ornithologist that describes what I have learned about caring for birds.	During Work Time A, use the Speaking and Listening Checklist to monitor student progress.	Ways We Share Our Work anchor chart Presentation Groups chart Feathered Friends Savers Reflection Questions anchor chart Working to Contribute to a Better World anchor chart

Grade 1, Module 4 - Pacing Guide