The "Things to Know" section defines adverbs as words that can indicate time and answers questions such as "when," and the Modifiers activities ask students to circle adverbs and prepositional phrases in sentences and to write their own sentences containing adjectives, adverbs, and prepositional phrases. Example sentences and answer keys highlight time/sequence adverbs such as "now," "then," "again," and "slowly," which students identify. The lesson also asks students to complete a "Character Timelines" sheet, which requires ordering events from the chapters.

Students are asked to plan events in sequence using the Prewriting Narrative Organizer with separate boxes for Event 1, Event 2, and Event 3 and a Who/When/Where section, which requires them to identify chronology and setting. The First Draft instructions tell students to organize writing into introductory, body, and concluding paragraphs and to 'grab the reader' and show how they felt as events unfold. The editing checklist asks students to confirm key details and the chronology of events when revising.

Students practice combining sentences using conjunctions (for, and, nor, but, or, yet, so) and are instructed to insert a comma when linking two independent clauses. Students complete a sequencing activity in which they cut out and order events from the story to show the plot progression. Students are asked to summarize important events and discuss the sequence that leads to conflict.

Students are asked to write a 6-8 sentence speech explaining a solution to the conflict (Activity 1), which requires organizing ideas and likely sequencing points. In Activity 3, Option 2, students must write an experiment with a materials list and step-by-step directions, an activity that commonly uses sequence words and transitional phrasing. Activity 4 notes that some test questions will relate to the writing and grammar practiced in the unit, implying some writing/grammar work occurs.

Students practice with sentences that contain transitional words and phrases (examples include then, therefore, however, on the other hand) when they identify run-ons and revise them. The run-on activity shows students how to punctuate transitional words (e.g., start a new sentence with "Therefore,", use a semicolon before and a comma after transitional words, or use a comma and conjunction for "and then"). Example revisions explicitly model sequence-related transitions ("Mary won the marathon in Chicago; then she was asked...") and transitional punctuation ("He is very committed to his pets. Therefore, he devotes...").

Students are taught a strategy that includes "separate the two clauses and then use a transitional word or phrase followed by a comma," with examples of transitional words (however, moreover, on the other hand). The Revising Run‑Ons activity and Student Activity Page give explicit examples using conjunctive adverbs and subordinating time words (e.g., "He slept for twenty years; therefore, life passed him by." and "When Rip woke up and walked into the town, nothing looked familiar."). Students are directed to revise run‑on sentences using comma + coordinating conjunction, semicolons, semicolon + conjunctive adverb, and subordination, which require use of transition words/phrases/clauses.

Students are given a list of common dependent-clause signifiers (after, once, whenever, before, when, until, etc.) and are shown how a dependent temporal clause can attach to an independent clause (example: "Whenever I smell fresh-cut grass, my eyes water"). The sentence-fragment activity asks students to correct dependent-clause fragments by attaching them to independent clauses, which requires combining clauses that often begin with those signifiers. The lesson explains comma usage when a dependent clause begins a sentence, modeling punctuation for clause-based transitions.

Students cut out event boxes and paste them in chronological order on the Timeline: 1861 pages, practicing putting historical events into sequence (Activity 3). Students list the main steps a territory went through to become a state in their journal, organizing procedural sequence (Activity 2). Students write sentences about the Civil War and cut them between subject and predicate, then rearrange subjects and predicates to form new sentences, which requires attention to sentence ordering and structure (Activity 6, Options 1 and 2).

Students are explicitly instructed to "be sure to use transitional words and phrases" to make their writing stronger and clearer. The lesson provides a "Useful Transitional Words and Phrases" chart listing time-sequence words (first, second, next, finally), contrast words (however, on the other hand), examples, similarity/additional evidence, and summary transitions. The rubric asks reviewers to check the "Use of transitions?" in organization, and the outline pages include "Lead-in to next argument" prompts that require students to plan linking language between paragraphs.

Students are asked to summarize significant events and details and to write a video summary, which requires them to organize information. Students add events to a timeline and fill in a Biography Web for Einstein's "miracle year," requiring them to place events in sequence. Students also answer comprehension questions in complete sentences and retell or explain the Theory of Relativity using toys, which involves describing events or ideas in order.

Students are assigned the summarizer role in which they read Chapters 1 and 2 and write a four- or five-sentence summary of main events, which requires sequencing events. Students choose to write a "Before and After Occupation" poem that asks them to describe life changes before and after an occupation, prompting them to signal shifts in time. Students complete an "Impact of Occupation" chart comparing areas of life before and after, which asks them to consider and record differences across time frames.

Students are explicitly told to "use transitions in your writing" and are directed to a "Transition Examples" sheet that lists time and sequence words (first, next, after, eventually) and other categories of transitions. The Expository Rubric and the skills list require use of transitions and assess "use of transitions" and "transitional expressions that link one paragraph to another." Students are prompted during drafting to move from one idea to the next using the provided transition examples.

Students identify and label coordinating and subordinating conjunctions in sentences (FANBOYS list and a table of subordinating conjunctions are provided). Students practice finding and labeling conjunctions on the Parts of Speech activity pages and are asked to give examples of coordinating and subordinating conjunctions and to use each type in a sentence. Example sentences shown for analysis include time-related subordinators (after, before, when, while) and complex clauses (e.g., "Though Winnie blushed as she said it...") that demonstrate clause-level transitions.

Students identify parts of speech in Activity 1, including marking conjunctions and adverbs in sentences (e.g., "I left before the concert began," "I try to mop whenever I hear that song"). Part III explicitly asks students to classify conjunctions as coordinating or subordinating (examples include "but" and "whenever"). The curriculum includes practice recognizing temporal words and clause markers that can function as transitions.

The lesson defines independent and dependent clauses and provides a table of dependent words that often begin clauses, including temporal words such as after, before, until, when, while, and as soon as. Activity 1 has students identify dependent clauses (many of which are temporal) and requires students to add an independent clause to dependent clauses, practicing formation of time-related clauses. The lesson also discusses combining shorter sentences to vary sentence length, which includes attaching dependent clauses to show sequence.

The Combining Clauses activity asks students to write sentences that attach dependent and independent clauses and gives example sentences using subordinating words (e.g., "Whenever a student challenges her...", "When Little Man was walking to school..."). The formal letter task requires students to include at least one sentence that has a dependent and independent clause and one sentence with two independent clauses, which practices joining clauses and using conjunctions (including FANBOYS). The answer key models temporal/contrast clauses such as "After he received the worn-out book..." and "even though he knew...".

Students are given a 'Combining Sentences, Part I' activity that asks them to join short sentences into longer ones and to vary how sentences start and how long they are. Example combined sentences provided include subordinating clauses and conjunctions such as "Although...", "but", "When...", and "After...", showing temporal and contrastive clause usage. The parent notes explicitly encourage students to vary the ways they combine sentences (e.g., dependent clause + independent clause versus independent + independent).

The lesson defines subordinating conjunctions as words that begin clauses that tell when (before, while) the main clause takes place and provides an example sentence using when. The Conjunction Cards include multiple temporal conjunctions (after, before, until, when, while, as soon as) that students must draw and use in sentences. Activities require students to combine a drawn conjunction with two noun cards to create sentences and (Option 2) to write five sentences using conjunction cards as coordinating or subordinating conjunctions.

Students edit and combine sentences that include temporal subordinate clauses and prepositional phrases (examples: "Before they planted the crops, they checked the weather report," "After the sun went down, the fireflies appeared," and sentences using when, as, by the time). The Parent Plan lists skills such as identifying and correctly using independent and dependent clauses and using conjunctions to connect ideas, and the comma exercises require students to recognize and punctuate clauses that signal time or sequence.

The Parent Plan skills list explicitly tells students to "improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text," and the Editing and Revising Sentences activity requires students to combine short sentences and add details. The student tasks ask learners to correct fragments and run-ons and to revise passages that contain temporal markers (e.g., "It was 1934," "Before he got to the cousins' house"), which invites work on sentence-level sequencing. The directions encourage students to incorporate information from their reading or research when rewriting, implying attention to how events and ideas are ordered.

Students are asked to create a four-slide/poster presentation with a clear sequence (Slide 1: problem, Slide 2: examples, Slide 3: suggestions, Slide 4: future changes), which requires organizing information in order. The end-of-unit test includes a sentence-extension task asking students to add an adjective, adverb, conjunction, and a dependent or independent clause, giving direct practice with at least one connective type. Students practice delivering a coherent oral presentation and are asked to keep a clear, coherent message, which can involve using transitional language during speech.

Students are asked to write a before-and-after poem and to complete repeated "Before freedom" and "After freedom" sections on the "A Call to Freedom" activity page, which requires them to describe events or states in two time frames. Students are asked to write a letter and poems that explain how life changes with freedom, prompting them to sequence ideas about life "before" and "after" a change. Students complete a bio-poem and other structured writing tasks that require organizing information across different aspects or times of Jonas's experience.

Students are asked to put events in chronological order using a Plot Flowchart and to organize sequences in the Memory Storyboard frames, which requires them to plan and present events in sequence. The Final Chapter option instructs students to "put the events in chronological order" and to "follow this chart" and the rubrics ask whether the chapter "follow[s] the plot diagram." Students also must create multi-page narrative chapters or multi-frame storyboards that require ordering of events and transitions between scenes.

The problem-solution activity requires students to sequence their writing (topic sentence, next 2–3 sentences explaining why, next 2–3 sentences giving a solution, concluding sentence), which gives students structured practice organizing events. The provided example paragraph uses linking words and clauses such as "now," "so that," "but," and "Although" that model basic connective language. The comparison chart asks students to describe life in two different settings (Rancho de las Rosas vs. Life in California), which prompts students to think about shifts in setting.

Students are given a focused Activity 1 titled "Using Transition Words" that defines transitions and provides sentence-level examples (e.g., "Esperanza rode in the wagon. Later, she boarded the train.") showing time-sequence usage. The Student Activity Page asks students to arrange sentences into a logical sequence and to choose appropriate transition words from a provided box (including "first," "next," "afterward," "finally"). The parent/answer key highlights transition words found in the text (when, then, near, in front of, toward, but, yet) and gives guidance on correct punctuation when combining sentences with transitions like "therefore" and "however."

The lesson explicitly teaches use of transition words and phrases, stating that transitions "make writing flow more smoothly" and instructing students to use transitions in the first sentence of each body paragraph. A categorized list of common paragraph transitions is provided (Order: first, second, third, next, lastly, finally; Addition/Comparison; Contrast; Importance). Student activities ask learners to rewrite topic sentences to include transitional elements and provide an answer key with many example transition words/phrases.

Students are asked to write a four- or five-sentence summary of two chapters, an activity that requires them to describe the sequence of events. The multiple-choice and sentence-creation tasks include the word 'then' (then/than) and ask students to use it correctly, and the wrap-up asks students to use commonly confused words aloud in sentences. The "On Strike!" organizer asks students to summarize examples from the text and record page numbers, which prompts students to recount events and reasons in order.

The example dialogue models time-related clauses and adverbials such as "As he stepped off the bus," "Slowly Abuelita emerged," and adverbial cues like "Hesitantly" and "finally," which demonstrate ways to indicate sequence and pacing. Instructional text uses sequencing language in directions (e.g., "After you've written some dialogue, read it aloud"), providing incidental models of temporal transitions. Activity prompts ask students to recreate interactions around events from the chapters, which requires organizing dialogue across moments in time.

Students are directed to divide their story into different events (3-4 ideas) to form stanzas and to use the "Writing a Lyric Poem for a Minstrel" graphic organizer with boxes labeled Event 1–4, which requires them to sequence events. The assignment asks students to retell an event in 3-4 verses and to stick to the highlights, implicitly asking them to order ideas across stanzas.

Students are asked to combine pairs of short sentences using participial (verbal) phrases in the "Combining Sentences" activity and to convert single sentences into participial phrases and finish them. The lesson provides model examples such as "Walking down the path, the man met a stranger" and the answer key shows participial constructions like "Sitting in the meadow, Cusi carefully watched his flock." The student pages include six practice items that require forming participial phrases and integrating them into sentences.

The lesson defines transition words and phrases and explains their role in moving action and clarifying sequence (Things to Know; Activity 2). The Parent Plan skills explicitly state students should "Use transitional words and phrases" and "Provide details and transitional expressions that link one paragraph to another." Activity 2 lists typical sequence and time transition words and asks students to underline all time/sequence-related words or phrases in an Aztec myth, with an answer key provided.

The student activity page provides a categorized list of transition words (TIME, CAUSE-EFFECT, ADDITION/COMPARISON, CONTRAST, EXAMPLE) including time words such as after, before, later, previously, and immediately. Students are directed to write a short, multi-paragraph book review and to use transitions to link paragraphs and to show sequence using time, cause-effect, and contrast/comparison transitions. The skills and parent plan text explicitly ask students to use transitional words and phrases to demonstrate understanding of their function and to link one paragraph to another in a clear line of thought.

The Skills list explicitly states students will "use transitions and conjunctions to connect ideas," and Activity 1 directs students to "include transitions to make your writing smoother." The sample revision mentions adding the transition "another," and the Student Activity Page gives sentence-start tips including the transition phrase "In addition" and time-related starters like "On the first day" and clause examples such as "Because the door was open."

Students are prompted to answer "When?" and "Where?" and to add those answers to predicates and subjects (e.g., "In the morning, Cusi quietly followed Misti down the secluded path"). The activity asks students to "move the predicate painters" and shows repositioning a time phrase to the start of the sentence, and the finishing touches example expands a time phrase ("In the still of the morning"). The student pages include explicit spaces for How, When, and Where so students must write time and place phrases into their sentences.

The rubric in the Student Activity Page explicitly lists "Use of transitional words/phrases" under Sentence Structure, so students are evaluated on their use of transitions. The Organizing a Narrative Essay activity directs students to put events in chronological order and to use those events as topics for beginning, middle, and end, which requires conveying sequence. The revision step tells students to check that they varied their sentence structure as described in the rubric, providing an opportunity to refine transitions during editing.