The writing activity (Activity 3) tells students that transitional words and phrases like "for example," "another," and "also" help one supporting idea flow smoothly to another and asks them to write three short paragraphs with main ideas and supporting ideas. The graphic organizers (Christmas at My House, Options 1 and 2) require students to plan topic sentences, details, and concluding sentences, which prompts use of linking language between details. Students are also asked to focus on ideas and types of sentences while composing paragraphs, encouraging incorporation of the suggested transitional phrases in their drafts.

Students order the steps Grandpa took to make maple syrup by cutting and gluing steps into the correct sequence (Activity 3 Option 1) and/or record the ten steps in sequence while referring to the text (Activity 3 Option 2). Students follow and create a recipe with numbered, step-by-step directions for making maple bars (Activity 4). The skills section states students will use oral and written language to present information in a sequenced, logical manner, including recounting or narrating events.

The Skills section asks students to "present information in a sequenced, logical manner" and to "recount or narrate," which requires organizing events. The Student Activity Pages include a numbered, step-by-step orange clove decoration procedure that has students follow and communicate a sequence of actions. The Pioneer Family Night checklist and storytelling activity require students to plan, rehearse, and tell stories or read aloud favorite sections in an order chosen by the student.

Students are asked to fill in "Character Timelines" for Matt and Attean, which requires ordering events from the chapters. The reading and questions ask students to describe how the relationship is changing and what Matt is learning, tasks that involve understanding event sequence. The Comparing Stories activity asks students to identify similarities and differences between narratives, which can involve referencing events in order.

Students are prompted to sequence events and ideas as part of revision: the skills list explicitly tells students to practice "sequencing events and ideas." Students design costumes for characters at specific story points (beginning, after the bear, before winter, winter), which requires identifying and working with temporal order. Students write a movie synopsis and a scene script, tasks that require organizing events into a coherent sequence of sentences or dialogue.

The lesson asks students to complete a Story Map for "The Dogs Who Saved Their Master," with labeled sections for Main characters, Setting, Problem of the story, two separate "A story event" sections, "How the problem is solved," and "The ending," which requires students to sequence events. Activity 7 directs students to write each story title and organize information in four boxes (Story, Animal, Animal's Importance, What the People Learned) that encourages arranging information about each story. The "An Animal Tale" page asks students to create a story about an animal, which involves assembling facts and story elements in an organized way.

Students use an "Organizing the Myth" worksheet that requires them to record the natural phenomenon, characters, setting, problem, and how the problem is solved, which guides the sequence of events. The rubric's Organization category asks students to check sentence length variety, have at least three paragraphs, and vary sentence beginnings, and students are instructed to read through drafts focusing first on organization. Students are prompted to produce a rough draft, edit for organization, and produce a final copy, which gives opportunities to order events.

Students are asked to verbally summarize the events of the chapters and to retell a spoken message by summarizing, which requires them to order events. In Activity 3 students must write a first-person paragraph about a vision and are required to use at least four conjunctions and four adverbs, which encourages use of connecting words. The Fact and Fiction activity has students record events from each chapter, which prompts them to identify and separate events.

Students are given explicit pointers to begin sentences with words such as "because," "after," or "during" and with words ending in "-ing," which model temporal and causal starters. Students rewrite sentences on the "Varying Sentence Beginnings" page, practicing beginning sentences with those connectors (example: "Because they are in season, we had strawberries..."). Students also write a step-by-step plan for rescuing the mouse children, which requires them to sequence events and describe the order of actions.

Students are prompted in Part 1 to record the sequence of events and are explicitly told to "include transitional words when she is writing the sequence of events." The text lists example temporal transitions (first, then, after that, next, lastly, finally) and models their use with a brief example. Students then use the recorded sequence to write a multi-paragraph first-person draft and are directed to revise and edit, with the rubric checking sentence beginnings and logical order.

Students are instructed to plan and write three sequential paragraphs: Paragraph 1 describing the problem, Paragraph 2 describing how they received the gift, and Paragraph 3 describing the gift and how it can be used for good, which requires arranging events in order. Students are asked to record ideas for each paragraph on the "Gift Ideas Rubric" page and to write and revise a draft that follows that three-part sequence. The revision step asks students to reread their paragraphs and make them more interesting and creative, encouraging attention to how ideas are presented across the paragraphs.

Students are directed to write narratives with a clear beginning, middle, and end (A Dream in a Jar: three paragraphs describing the beginning, middle, and end; The London Times: three paragraphs describing what happened and responses). The skills and rubric explicitly require logical sequence and list 'Sequence' under Organization and Grammar, and the skills say students should focus reflection by 'sequencing events and ideas.' Students are asked to compose multi-paragraph pieces and to present information in a sequenced, logical manner.

Students are asked to write a script for a scene (Activity 3) that requires them to sequence the part where Pontsho brings Kosi to school, Kosi escapes, and runs into the teachers' room. The wrapping-up prompt asks students to predict what will happen as the children follow the cows' footprints, which asks students to think through event order. The Story Conflict activity and the Story Conflict student page have students generate scenarios for different natural settings, requiring them to imagine sequences of events in those settings.

Students are instructed to organize a four-paragraph book report with a specific paragraph devoted to the plot (Paragraph 2) and to summarize the main events, as reinforced by the book report rubric question "Are the main events (plot) of the story summarized?" The lesson lists the skill "Use oral and written language to present information in a sequenced, logical manner" and provides "Organizing My Report" pages for students to plan and draft the sequence of their paragraphs.

Students are asked to outline the steps for building an invention on the "An Inventor" activity page, which provides numbered lines (1–5) for sequencing how the invention will be made. Students also must describe how the invention solves a problem and how it will change lives, which implies putting ideas in an order. Additionally, daily reading tasks require students to read chapters and answer sequential comprehension questions about events and characters.

The Missing Punctuation activity includes the sentence, "First Stanley and Zero finished digging their holes, and then they went to the tent for their reading lesson," which contains a transitional phrase that students must punctuate. Students are directed to write answers in a journal for chapters 37–41 and to predict what will happen to characters, activities that can involve describing event order.

Students are instructed to cut apart Abel's routines and order them according to what they think his daily schedule looks like (Activity 2, Option 1), and to create a daily schedule for Abel and a daily schedule for themselves (Activity 2, Option 2). The Life Application asks students to record the time of the daily activities and write the time next to each activity as they go through the day, which requires arranging events in chronological order.

Students create a numbered, step-by-step escape plan on the "Escaping the Island" page where they record sequential steps and a final step describing the first thing they will do when they return home. The Part 4 rubric asks whether the escape steps are in a logical order and whether escape directions are described, and Part 2 asks students to write a paragraph describing how they landed and how they use resources (an event sequence).

Students read Pedro's journal entries and answer questions about events and attitudes, which requires understanding chronological events. Students complete 'The Journey' chart by recording geographic location, important events, and attitudes for each month, which asks them to organize information month-by-month. Writing prompts ask students to recount a personal ocean experience or to write a descriptive paragraph based on facts, both of which require putting events or ideas in sequence.

Students are asked to record major events for each chapter using a Plot Flowchart and to "record a brief retell of what you read each day," which requires organizing events in sequence. The skills list explicitly tells students to "reference the text to determine the plot and sequence of events in a story." Reading questions prompt students to describe events (e.g., surprises in the garden, Timothy's sickness) that could be ordered when retelling.

Students are asked to fill out a "Plot Flowchart" with an event from the two chapters read today, requiring them to identify and order events. Students respond to comprehension questions about what Jeremy told Mrs. Frisby and how he helped, and they are asked to describe what happened in today's reading, activities that require recalling and sequencing events. The reading and journal/discussion prompts ask students to retell events from the chapters they read.

The lesson explicitly asks students to use words and phrases such as "for example," "in addition," "most importantly," and "finally" when writing a paragraph about how their opinion of rats changed, and to include a conclusion sentence that wraps up the paragraph. The lesson also directs students to complete a Plot Flowchart by recording an important event from each chapter, which asks them to organize events across the story.

Students record an important event from each chapter on a Plot Flowchart, requiring them to identify and order events. Students are explicitly reminded to use transitional phrases such as "for example," "one reason," "in addition," and "most importantly" when writing a speech to move smoothly from one point to another. Students write a paragraph to accompany a pop-up picture or compose a poem/song describing a place, which involves extended written expression.

Students fill in a Plot Flowchart to record events from the chapters, which asks them to think about event order. Students practice combining short sentences using conjunctions (and, but, or, so, yet) on the Combining Sentences pages and place commas where needed when clauses on both sides can stand alone. Students are asked to add a conjunction to link pairs of sentences (e.g., The rats learned how to read in the lab _______ the rats ran through mazes) and to decide whether a comma is required.

Students are instructed to list four major events in "Outlining the Chapter" and to write a chapter that "describe[s] the four events," which requires sequencing events. The skills section explicitly lists that students should "Use oral and written language to present information in a sequenced, logical manner." The organization rubric asks whether "the events [were] easy to follow," prompting students to order events coherently.