In Activity 4 (Daily Schedule) students are asked to write a schedule starting at 6:00 a.m. and continuing through 8:00 p.m., listing what activity they would engage in each hour, which requires them to put events in chronological order. The Skills list also includes 'Make predictions about events in a story,' which can involve thinking about event sequences. Several writing tasks (a short paragraph about farm work, a journal entry about a farm visit) ask students to produce ordered descriptions of activities or experiences.

Students hear a compare/contrast read-aloud that shows a choppy paragraph and a revised paragraph with underlined temporal transition words (e.g., Yesterday, At first, Later that day, Then, As a result, finally). Students review a Time Transition Words activity page that lists beginning/middle/end temporal phrases and then fill in blanks in a paragraph using those words. Students are asked to write chapter summaries and are explicitly reminded to use transitions from the activity page; an example summary models "First" and "After that."

Students are asked in Activity 1 to write and illustrate a chapter summary and are explicitly reminded to "use the transition words covered in Lesson 2 to help show the order in which the events in the chapter occurred." Students also orally summarize Chapter 2 after listening to it read aloud, which requires them to recount events in sequence.

The lesson includes a Story Map Graphic Organizer with labeled sections for Setting, Characters, Problem, Event, Event, Event, and Solution, which asks students to fill in the sequence of events. The "My Own Myth" graphic organizer similarly asks students to plan three Events and a Solution when composing their own myth. Activities ask students to retell a myth and to write and revise a chapter summary or original myth, which requires ordering events in their retellings and writings.

Students are asked to organize events using the Happy or Sad Fishbone: they write a main sentence, four detail sentences, and number the sentences in the order they will record them. Activity 5 instructs students to plan the order of sentences and to write a concluding sentence, reinforcing sequential organization. Day 2's Mood and the Environment worksheet asks students to reread Chapter 1 and Chapter 7 and describe differences at the beginning and end, which requires recognizing event order and sequence.

The lesson explicitly tells students to "use time transitions words when possible" when filling in the Story Plot Diagram (Activity 1). Activities ask students to write one sentence for each chapter summary (Option 2) and to place events in order on plot diagrams (Activity 1 and Tornado diagrams), which provides opportunities to signal event order. Skills and wrapping-up prompts require students to retell or act out the order of important events and to identify sequence, reinforcing chronological ordering.

Activity 3 explicitly tells students to "use time transition words as needed (words like first, next, after, then, finally, etc.)" when writing their stories. The writing task requires students to create a plot with multiple events and a solution, and the Story Pyramid activity asks students to sequence events (five words describing one event, six words describing a second event). The Review of Story Elements and writing prompts direct students to describe plot events, which provides occasions to order events in their writing.

The journal activity (Activity 1) instructs students to write as Anna in first person and explicitly reminds them to "use time transition words and phrases in her writing to help show the order in which events occurred." Students are asked to read Chapter 1, answer sequenced comprehension questions, and then produce a journal entry that represents Anna's experiences in order. The skills list also includes "Write structured, informative narratives," implying narrative sequencing practice.

Students are asked to answer Question #1 about what Papa does to get ready for Sarah, and the provided answer models a sequence using the temporal word "Then". Activity 1 asks students to write a journal entry retelling Sarah's arrival from Anna's point of view, which requires recounting events in order. The listed skill "Retell written messages by clarifying or summarizing" supports practicing event sequencing.

Students are given sentence pairs that include temporal words/phrases (e.g., "Then" in "We went to the restaurant. Then we went to the movies." and "last night" / "this morning" in the bed/wake example) and asked to combine them. The provided answer key shows combined sentences that keep or insert temporal words ("We went to the restaurant, and then we went to the movies."). Students are directed to read, combine, and rewrite those examples on the "Connecting Sentences" activity page.

Students are asked to create a Story Plot Diagram that identifies the problem, events, climax, falling action, and resolution, which requires ordering events. The directions remind students that a problem is followed by events, the action peaks at a climax, and "Finally, it ends with a resolution," and they are encouraged to reread journal entries for each chapter to recall important events and feelings.

Students are directed to identify and record two or three important events from each chapter on a timeline of Helen's life, including dates when provided. The timeline activity requires placing events in chronological order from Helen's birth (1880) to her death (1968) and marking a midpoint of her life. Comprehension questions ask students to describe Helen's early life in complete sentences, which encourages recounting events in order.

Students are asked to add one or two events from Chapter 4 to a timeline of Helen Keller's life, which requires placing events in chronological order. Students read Chapter 4 and answer comprehension questions about events and characters, engaging with the sequence of events in the narrative. The Bell Riddle and biography activities have students list facts about Alexander Graham Bell's life, which may include events that can be ordered.

Activity 2 ('Before and After') asks students to draw Helen before Annie's arrival and at the end of Chapter 5 and to write a 'before' sentence and an 'after' sentence, explicitly using temporal framing. Activity 1 asks students to add one or two events from the chapter to a timeline, requiring students to place events in sequence. The wrapping up prompt asks students to predict what will happen to Annie and Helen in the future, which engages students in ordering events across time.

Students are asked to add events from the chapter to a timeline (Activity 1) and create a personal timeline listing important events by year (Activity 3), which requires them to place events in chronological order. Students read Chapter 6 aloud and answer questions about what happened to Helen and what happened after specific events, prompting them to recall and order events. The wrap-up asks students how the events of their lives have changed or influenced them, encouraging reflection on sequence and change over time.

Students are asked to create a timeline of Helen Keller's life, which requires them to place later important events in chronological order. Students answer reading questions about what happened after specific events (for example, what happened to Helen after Annie died), which asks them to recognize event sequence. Students are asked to pick an event from their own timeline and write about the experience, giving them an opportunity to turn a sequence of events into written form.

Students sing a song about Columbus that repeats the temporal phrase "In 1492." Instructional directions model sequence words such as "Next," "Then," and "After" when guiding students through map work, readings, and activities (for example: "Next, locate Europe...," "After your child has read... he can write...," "Then ask him to do his own cave drawing…"). Students are asked to create a short report about the Bahamas and to write sentences describing artifact uses, which are activities involving recounting information and could involve order words.

Students follow a numbered sequence in the "Making a Canoe" craft directions (steps 1–7), which requires them to carry out actions in order. Activity 1 asks students to record two events from each chapter in Star Boy's or Morning Girl's voice, which involves identifying events that occur in the story. Activity 4 asks students to describe how Star Boy changed "from the beginning of Chapter 4 to the end of Chapter 4," prompting students to compare events at different points in time.

Students are asked to record Morning Girl and Star Boy's feelings, thoughts, words, and events that occurred in each chapter in a journal, which asks them to separate and recount events by chapter. Activity 2 directs students to find and record words or phrases that describe the setting both "before and after" the storm and to draw pictures of the village as it looked before and after the storm, using temporal framing. Reading questions ask students to describe what happens in Chapter 6 and how Star Boy stays safe during the storm, prompting students to recount event sequences.

The Name Poem activity provides explicit temporal phrases for students to use: lines begin with "I once was," "But now I am," and "I will always be," which require students to mark past, present, and future states. Activity 3 asks students to write journal entries describing Morning Girl's feelings about the visitors and an explorer's description of meeting the natives, giving students space to describe events and reactions in sequence.

Students are asked to write two "before and after" poems (one from a Native American perspective and one from Columbus's perspective) and each poem must include five before-and-after phrases. The lesson provides sample poems that explicitly use the temporal words "Before" and "Now" at the start of lines, and students are instructed to read the samples and then write their own with similar phrasing. The activity requires students to include ways lives and events changed, prompting them to signal the order of events through the before/now structure.

Students are asked to finish reading the story and answer questions about how events unfold (e.g., Question #1 asks how Emma and Libby rescue Josh and whether the student's prediction was correct). Activity 2 (Plot Pyramid) requires students to record five important events leading up to the climax and three events that occur after the climax, and to note the problem and solution. The introduction also asks students to predict the ending and then compare their prediction to the actual sequence of events.

Students are asked to record a daily schedule of events using provided time slots (7:00 a.m., 9:00 a.m., 11:00 a.m., etc.) in both the "A Day in Ancient Egypt" and "A Day in My Life" activity pages. The instructions require students to list events (meals, work, school, entertainment, shopping) and provide brief descriptions for each scheduled time. The planning page also prompts students to describe what happens during each event, which promotes ordering activities across the day.

The answer to Question #4 uses temporal words explicitly: "First they come across some poachers. Then they meet the lady of the castle." The Build a Castle activity provides numbered, step-by-step directions (steps 1–6) that require students to follow an ordered sequence. The reading questions ask about events (for example, what is happening when the Binkerton children arrive), which orients students to event order in the story.

Students are prompted to record a "Time Period and Years" and to think about the culture in a historical time, which directs them to place events in time. The Rough Draft prompts include temporal phrasing such as "In the year _____, you would find _____" and "When I was in _____, I saw _____," which require students to indicate when events occur. The activity asks students to write factual and fantasy paragraphs that differentiate factual detail from narrative action, implying attention to when events happen.

Students are asked in Activity 1 to create hero cards and record each person's birthdate on a timeline, which requires ordering events chronologically. In the Frederick Douglass reading questions, students answer "How did he see America change over his lifetime?", which asks them to describe events across time. The Scientific Discovery worksheet prompts students to answer sequential questions (e.g., what the product is, where it is found, what they learned, how it could be used), which can elicit stepwise responses.

The example answer to Question #2 uses the temporal phrase "After her death, women were finally given the right to vote," giving students exposure to a temporal connector. The question prompt "What changed for women after Susan B. Anthony died?" invites students to respond using the temporal word "after." Activity 1 asks students to record dates of birth on a timeline, which has students place events in chronological order.

Students are introduced to adverbs with explicit examples for time (When? e.g., "tomorrow, yesterday, last year") and are asked to write sentences using adverbs on the provided worksheet. Students are asked to record each hero's birth date on a timeline, which has them place events in chronological order. The adverb Option 2 asks students to choose adverbs for verbs and then use each verb and adverb in a sentence, allowing use of temporal adverbs in their sentences.

Students are asked to arrange hero cards in chronological order by following a heroes timeline and to number the cards for the book's table of contents, practicing sequencing of people and events. Students are instructed to write each hero's name and the dates when the person lived above each ring in a three-circle Venn diagram and to note important events in America during those times, reinforcing temporal placement. Students create a book with pages placed in order and use page numbers, which supports organizing information in a time-based sequence.

Students are asked to write journal entries using the prompt frame 'In Chapters 15-16, Poppy wanted...But...So...', which structures a sequence of events. Activity 3 requires students to record examples showing how Poppy changes from the beginning to the end of the chapters and to illustrate Poppy's feelings at the beginning and at the end. Several comprehension questions ask about characters' states 'at the end of Chapter 16,' prompting students to locate and discuss events in temporal relation to the chapters.

Students are asked to trace Poppy's journey "from New House back to Ereth and then back to Gray House," which presents events in sequence and uses the temporal connector "then." Question #3 explicitly frames time with the phrase "13 moons after Mr. Ocax's death," prompting students to consider event order. Activity 3 asks students to explain why the author "jumps forward in time," which requires students to discuss time shifts and sequencing in the story.

Students are asked to record a major event for each chapter on a Plot Flow Chart that is arranged sequentially with arrows, requiring them to organize events in order. Students label the four seasons in order beginning with spring and draw corresponding scenes, practicing chronological ordering of seasonal events. The reading questions/answers include temporal phrasing (for example, 'For the first few days...'), exposing students to temporal language in the text.

Students are asked to fill in a Plot Flow Chart by highlighting a major event from each chapter, which requires identifying and ordering events across Chapters 4–6. Students are asked to make a list of Wilbur's schedule for the day and to make a schedule for their own activities, which requires ordering daily activities. The Spider Research page asks "What is the life cycle?", which invites students to describe stages in order.

Students are asked to complete a Plot Flow Chart by highlighting a major event in each chapter, which has them identify and order events across Chapters 10–12. Students receive explicit instruction about adverbs, including that adverbs can answer "when?", and are asked to locate three adverbs in Charlotte's Web and add adverbs to given sentences. An advanced option asks students to rewrite sentences adding at least one adverb, which could include temporal adverbs.

Students encounter model sentences that use temporal words and phrases (for example: "Yesterday I went to the fair," "First, I rode the Ferris wheel," and "last"). Activity 1 asks students to complete a Plot Flow Chart by highlighting a major event in each chapter, requiring them to identify and order events. The writing prompt in Activity 3 has students write a narrative paragraph about their best day, which asks them to focus on clear ideas and sentence structure while describing a sequence of events.

Students are asked to complete a Plot Flow Chart and a Character Timeline, which requires them to order events from Chapters 19–22. The Characters Change activity asks students to write descriptions 'At the beginning...' and 'At the end...', and the Seasons on the Farm activity has students note the cycle 'beginning with spring and ending with spring.' The Life Cycles Chart and other sequencing activities (e.g., creating charts that track stages) require students to identify stages in order.

Students are given diary templates with dated entries and sentence starters that include temporal language such as "You won't believe what happened today!", "Today __.", and "Tomorrow I will __." Students sign and date their entries (Date: December 18), prompting them to place events on a specific day. Students are asked to write sequential responses about Armand discovering the children, which can naturally invite use of temporal references.

Students are asked to "retell or act out the order of important events in stories" and to select a scene from the novel, reread the event aloud, and convert those events into scripted dialogue. Students are instructed to use a narrator to tell audience details and to include stage directions, which requires ordering actions and events within the script. Students must write a script of at least twenty lines and rehearse/perform the scene, practicing the sequence of events through dialogue and actions.

The Student Activity Page presents a numbered sequence of steps (1–9) for constructing a rain stick, which requires students to follow and recognize ordered actions. The directions include temporal phrasing such as "When he finishes the stick, he can play his rain stick" and procedural language that positions actions in sequence. The Activities also instruct students to "take turns" and use clauses like "While one of you plays," which reference event order during the play activity.

Activity 3 directs students to note that the entire story takes place over one day and that each chapter has sections with times, asking students to record what they are doing and the most important event at each time frame. The Daily Activities student page lists specific time slots (6:29 AM to 6:51 PM) and asks students to record Tepui's life events alongside their own, which requires ordering events by clock time. The activities also prompt students to compare a day in their life to Tepui's day and to identify events that involve relationships, reinforcing chronological sequencing of events.

Students are given a "Plot Timelines" activity where they cut out event descriptions and paste them into labeled time intervals (e.g., 9:00-10:00, 10:00-10:09), which requires them to order events by time. The instructions ask students to identify events that are happening to each living thing in Chapters 4 and 5 and to recognize that events occur simultaneously. The teacher prompt includes a review that the author moves the plot along by using timeframes in the chapters, and students answer questions about why the author switches action back and forth.

Students are asked to "retell or act out the order of important events in stories" and to "record the major events that occurred in Chapter 7 on the 'Daily Activities' page," which requires sequencing. In the dramatizing activity students must put script lines in the correct order (Option 1) or write a script that reflects the events in sequence (Option 2). The script activity also requires students to add stage directions that describe what characters do during the ordered events.

Students are directed to record major events on the "Daily Activities" sheet and add those events to a Plot Diagram with three numbered event boxes for events that lead up to the climax. The Plot Diagram asks students to list the problem, climax, falling action, and resolution and to place events along a diagonal representing story progression. Students are asked to select the events they believe are most important and list them in order, which requires arranging events sequentially.

Students are asked to create a comic strip that follows the story, illustrating an important event from each chapter and writing a sentence narration for each panel, which requires ordering events across chapters. Students are asked to summarize Chapter 3 and to create journal/diary entries about a day in the castle from Jemmy's and Prince Brat's points of view, which involves recounting events in sequence. The reading questions include prompts about main ideas and chapter events that require students to recall and order story events.

Students are asked to add a scene to a comic strip for each chapter read, which requires placing events in chapter order. Students are asked to retell what happened in the reading and to answer comprehension questions about event outcomes (for example, how Jemmy got away from Cutwater). Journal prompts and discussion tasks ask students to describe plans and sequences (e.g., how Jemmy and the prince planned to make money), which involve ordering events.

Students are given sentence starters that include temporal language such as "From now on ______________," "When I was in the castle, all I could think about was ___." and "Now that I am back in the city, I ___." The Jemmy prompts also include "If you would have asked me two days ago...," which explicitly asks students to reference timing. Students are asked to discuss how relationships changed over time and to reread specific pages to support reflecting on event sequence.

Students complete Reactions Chart pages that list events by chapter (e.g., Chapter 3, Chapter 5, Chapter 7) and write characters' and personal reactions to those events, which requires identifying events in order. Students are asked to summarize the important events that happened in Chapter 1, and several activity pages prompt students to identify and reflect on events across chapters. The chart structure and chapter labels provide opportunities for students to think about event sequence.

The lesson includes a camping paragraph that uses the temporal words "First" and "Then" and asks students to discuss and correct verb tense in that sequence. Students are asked to rewrite provided paragraphs in past and to compose paragraphs in future tense (e.g., fill-in-the-blank beginning "Next week I ____"), which exposes them to temporal phrasing. The activities require students to order events implicitly when they rewrite or compose narratives about sequences (past/future actions).

Students are asked to write a three-paragraph letter recounting what has been going on over the past few days and to organize each paragraph with a topic sentence, supporting details, and a concluding sentence. The provided sample letter from Winnie to Iggie includes temporal words/phrases such as "Now someone else has your tree house" and "Since you have been in Tokyo," which model signaling of time and change. The planning pages sequence paragraph topics (what I miss, description of the Garbers, neighborhood problems), which frames a clear order of events for students to follow.