Students are asked to create a program that "lists the order in which events of a performance will occur" and to "decide the order in which you want to read your poems," which requires them to sequence events. The rubric explicitly evaluates that the "order of poems was well thought out," and the program description mentions including an intermission and naming each poem and author. Students also write a description of the setting and plan the flow of a live poetry reading, which involves planning event order and transitions in the program schedule.

Students are asked to write a thank-you note of 7–8 sentences with at least three sentences containing a conjunction (for example because, and, although, but), which requires use of clauses and connectors. Students read a novel whose main story is interrupted by flashbacks and are asked to answer comprehension questions, engaging them with nontraditional sequence and event order. The plan reviews that the plot does not follow a traditional sequence and asks students to determine facts or opinions about statements, which involves attention to event details and order.

Activity 2 provides explicit instruction and examples of transitional words and phrases (both at the beginnings of sentences and in the middle). The Student Activity Page lists categories of transitions including order/sequence words (first, second, next, finally) and other types. The activity directs students to write a summary of a story using at least five transitional words or phrases, to circle them, and to place some at the beginning of sentences and others within sentences.

Students are explicitly instructed in Activity 5 to use transition words when retelling a legend: "Do not forget to use transition words to tie the events of the story together." Students are asked to "Review the transition word and phrase list in the previous lesson and think about which ones you might use," and to self-evaluate with the question "Did you use transition words to make the retelling make sense?" The Ordering Paragraphs activity has students sequence events by cutting and gluing paragraphs, and the Story Book Jacket activity requires students to write a short summary, providing opportunities to apply transitions in writing.

Students are explicitly reminded in Part 4 (Rough Draft) to "Remember to use transition words effectively" and to "think about the order in which the action should occur." Students use a Story Plot Diagram to sequence events (problem, rising action, climax, falling action, resolution), which structures the sequence they must manage. The Folktale Rubric asks students to evaluate whether they "use transition words effectively," making transition use an assessed element of their writing.

Activity 2 teaches students how to combine independent clauses using coordinating conjunctions (the FANBOYS) and reminds them to insert a comma before the conjunction. Option 1 asks students to rewrite a paragraph about Phillip and Timothy by combining and varying sentence lengths, and Option 2 asks students to write a paragraph describing what happened to Phillip when the boat was torpedoed. The activities require students to combine clauses and to produce multi-sentence descriptions of events.

Students are instructed to revise their rough drafts with specific attention to varying sentence beginnings and reorganizing sentences so ideas make sense, which can support sequencing. The revising instructions list varying sentence length and combining sentences as revision strategies students should use. The provided indentation example in the image contains a short narrative that uses a sequence word ("Then he headed down the highway"), giving an explicit example of a transitional word used to show event order.

The lesson presents a list of dependent markers (as, after, before, until, once, since, while, when, whenever) including time words and shows how dependent clauses join with independent clauses. In Part A students identify underlined clauses as dependent or independent and underline the dependent markers. In Part B and Part C students add commas where needed and combine dependent and independent clauses to form sentences (e.g., "Because she felt sick that morning, she stayed home"; "After we finish our work, we can visit the park"), practicing temporal and coordinating transitions.

Students learn the seven coordinating conjunctions (FANBOYS) and practice combining independent clauses with a comma and a conjunction in multiple exercises. Students see an example that links sequence with a transition phrase ("We left the party, and then we went to eat pizza") and are asked to write three sentences made of two independent clauses combined with conjunctions. Students write a paragraph about a street and are required to include at least two sentences made up of independent clauses joined by a conjunction, giving opportunity to use linking words in their own writing.

Students complete 'if...then' prompts on the 'Where Will She Be?' activity (e.g., "If I hadn't made the dresses for Mrs. Koch, then _______________.", "If I hadn't met Johann, then _______________."). Students are asked to identify main events of the plot, their causes, and influences on future actions in the Skills list and in reading questions that ask about why Dina decided to stay and how events changed characters. Students organize story elements on a book-jacket activity that includes a section labeled "beginning of the story," which requires sequencing events.

The rubric in Activity 3 explicitly asks students to check: "Do I use transitional words and phrases to make ideas flow smoothly?" Paragraph organizers require students to place basic information (who, what, when, where) in the first paragraph and develop "how and why" in subsequent paragraphs, directing the sequence of events. Instructions also tell students that "the most important details come first," which guides ordering of information across the article.

Students are asked to organize their narrative chronologically using a Flow Chart Organizer with Beginning, Middle, and End boxes, and the Topical Organizer for three elements, which prompts sequencing of events. The Kit example contains time clauses and transitional phrasing (e.g., "As the ship neared the shore," "After a couple of days," "As soon as I arrived," "When I first arrived") that students can model. The lesson repeatedly instructs students to arrange their introduction, three body paragraphs, and conclusion in a clear sequence and to end body paragraphs with concluding reflections that connect events.

Students review the definition of adverbs and are explicitly reminded that adverbs describe verbs, adjectives, or other adverbs. Students identify and color-code parts of speech in a paragraph, locating temporal adverbs such as "Then" and "Suddenly" in the narrative. Students are asked to write a ballad that tells a story across multiple stanzas, which requires arranging events in sequence.

Students are given explicit instruction to vary sentence beginnings by using transitional words or phrases, with examples such as "Furthermore,..." and "On the other hand...". The Student Activity Page requires students to begin at least one sentence with a transitional word or phrase and at least one with a prepositional phrase and a participle phrase. The parent notes direct reviewers to check that the student included a transitional word or phrase and refers to a list of common transitional words from a previous lesson.

Students are asked in Activity 2 to list materials and write numbered directions for creating a raccoon craft, and the Skills section explicitly lists "Give precise directions and instructions." The Parent Plan also directs parents to check and test the child's directions and to discuss whether it is challenging to write directions that are clear. These elements require students to produce a sequenced set of steps for a process.

Activity 1 is titled "Transitional Words and Phrases" and provides categorized lists (including a "To Show Time and Sequence" category) with examples. Multiple Student Activity Pages explicitly instruct students to rewrite sentences using transitional words and to write three related sentences and then combine them using transitions. The wrapping-up instructions and parent plan ask adults to review and evaluate the student's use of transitional words and phrases.

Students are asked to review a list of transitional words and phrases and then circle the transitional words found in a chapter summary (Activity 2). The summary provided contains multiple transitional words and phrases (for example: "On the contrary," "Out of nowhere," "Then," "Next," "Suddenly," "Finally," and "Instead") for students to identify. In Activity 3, students edit a paragraph, add transitional words or phrases to improve flow, and rewrite the corrected paragraph, with parent notes offering example transitions such as "However" and "Then."

The Science Fiction Short Story rubric lists "Effective use of transition words" under Organization, so students are evaluated on using transitions. The Plot Diagram activity directs students to list major events, the problem, the climax, and the solution, which requires students to manage the sequence of events. The rough draft and editing activities ask students to follow their plot diagram and revise for coherence and progression, implying attention to event order.

Students practice combining two short sentences into one by rewriting one sentence as a participle phrase (example: "Standing on the balcony of my hotel, I watched the sunset..."). The Student Activity Page directs students to "Write two sentences about the book that contain participle phrases" and provides five exercises and model answers that use participle phrases to join ideas.

Students are asked to select six important events in Lincoln's life on the "Train of Events" sheets, write a date above each train car, and describe the event on the side of each car. Students are directed to order the cars beginning with his birth and to cut and glue the cars together, which requires sequencing events. Students are also asked to review events on a timeline and add Lincoln's birth and assassination dates, reinforcing chronological ordering.