This question tests describing relationships between events, scientific concepts, or procedural steps (CCSS.RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect). Students must understand how events, ideas, or steps connect using relationship language. Relationships in informational texts show how events, concepts, or steps connect. Three main types: Time relationships (when things happened - before, after, during, while, at the same time), Sequential relationships (order - first, next, then, finally, last), Cause/Effect relationships (why things happen and what results - because, since, as a result, therefore, causes, leads to). Signal words help readers identify relationships. Understanding these relationships helps readers see how information is organized and connected, not just as isolated facts. In this passage, the content describes historical events of the Montgomery Bus Boycott. The passage shows cause/effect and sequential relationships. First Rosa refused, because of arrest boycott started, then walked or carpooled, after a year Supreme Court ended segregation, as a result showed protests work. Signal words like first, because, then, after, as a result help show these connections. Choice B is correct because it explains why the boycott began. Rosa's arrest caused the boycott because the passage explains 'Because of her arrest, many people started the Montgomery Bus Boycott,' using signal word because. The signal word 'because' in the passage shows this cause/effect relationship. Choice A is incorrect because it reverses the sequence and cause. This confuses cause and effect - the boycott led to the Supreme Court decision, not the other way around, as shown by 'after more than a year.' The passage does not show this relationship - it actually indicates the opposite. This error occurs when students reverse cause and effect or confuse order. To help students: Create anchor charts for signal words: Time (before, after, during, while, when, meanwhile), Sequence (first, next, then, finally, last), Cause/Effect (because, since, therefore, as a result, leads to, causes). Teach students to identify signal words while reading and ask 'What does this word tell me about how these ideas connect?' Use graphic organizers: timeline for historical events showing before/after, flowchart for sequential steps with arrows, cause/effect chain with boxes and arrows showing 'this causes that.' Model think-aloud: 'I see the word because - that tells me a reason is coming. So [cause] is what made [effect] happen.' Practice identifying relationships: Give passage and ask students to circle signal words and explain what relationship each shows. Use sentence frames: '[Event] happened before [event],' '[Step] is the first step because,' '[Cause] caused [effect].' Teach chronological order with timelines, adding events in sequence. For cause/effect, ask 'Why did this happen?' and 'What happened because of this?' Use real-world examples: recipes (sequence), daily routines (time), science experiments (cause/effect). Watch for: Students who don't notice signal words, confuse before/after, reverse cause and effect, can't identify order of steps, or list events without understanding connections. Provide explicit instruction in each relationship type with multiple examples from different content areas (history, science, procedures).

This question tests describing relationships between events, scientific concepts, or procedural steps (CCSS.RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect). Students must understand how events, ideas, or steps connect using relationship language. Relationships in informational texts show how events, concepts, or steps connect. Three main types: Time relationships (when things happened - before, after, during, while, at the same time), Sequential relationships (order - first, next, then, finally, last), Cause/Effect relationships (why things happen and what results - because, since, as a result, therefore, causes, leads to). Signal words help readers identify relationships. Understanding these relationships helps readers see how information is organized and connected, not just as isolated facts. In this passage, a scientific process of erosion is described. The passage shows cause/effect relationships: rain causes soil to wash away, because soil moves channels form, after many storms channels become gullies, as a result land turns into valleys. Signal words like 'because' and 'as a result' help show these connections. Choice C is correct because the soil moving when rain washed it away caused small channels to form. The passage states 'When rain falls on loose soil, it washes some soil away. Because the soil moves, small channels form.' The word 'because' directly shows that soil moving is the cause of channel formation. Choice A is incorrect because valleys forming is the final result, not the cause of channels. Choice B reverses the cause and effect - channels becoming gullies is what happens after channels form, not what causes them. Choice D is not mentioned in the passage and doesn't relate to erosion. This error occurs when students confuse cause and effect or don't understand the signal word 'because.' To help students: Create anchor charts for signal words: Time (before, after, during, while, when, meanwhile), Sequence (first, next, then, finally, last), Cause/Effect (because, since, therefore, as a result, leads to, causes). Teach students to identify signal words while reading and ask 'What does this word tell me about how these ideas connect?' Use graphic organizers: timeline for historical events showing before/after, flowchart for sequential steps with arrows, cause/effect chain with boxes and arrows showing 'this causes that.' Model think-aloud: 'I see the word because - that tells me a reason is coming. So soil moving is what caused channels to form.' Practice identifying relationships: Give passage and ask students to circle signal words and explain what relationship each shows. Use sentence frames: 'Soil moving caused channels to form,' 'Channels formed because soil moved.' Teach chronological order with timelines, adding events in sequence. For cause/effect, ask 'Why did this happen?' and 'What happened because of this?' Use real-world examples: recipes (sequence), daily routines (time), science experiments (cause/effect). Watch for: Students who don't notice signal words, confuse before/after, reverse cause and effect, can't identify order of steps, or list events without understanding connections. Provide explicit instruction in each relationship type with multiple examples from different content areas (history, science, procedures).

This question tests describing relationships between events, scientific concepts, or procedural steps (CCSS.RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect). Students must understand how events, ideas, or steps connect using relationship language. Relationships in informational texts show how events, concepts, or steps connect. Three main types: Time relationships (when things happened - before, after, during, while, at the same time), Sequential relationships (order - first, next, then, finally, last), Cause/Effect relationships (why things happen and what results - because, since, as a result, therefore, causes, leads to). Signal words help readers identify relationships. Understanding these relationships helps readers see how information is organized and connected, not just as isolated facts. In this passage, a technical procedure for making a peanut butter and jelly sandwich is described. The passage shows sequential relationships: first wash hands, next spread peanut butter, then add jelly, after that place second slice, finally cut sandwich. Signal words like 'first,' 'next,' 'then,' 'after that,' and 'finally' help show these connections. Choice C is correct because adding jelly on top of the peanut butter is the next step after spreading peanut butter. The passage states 'Next, spread peanut butter on one slice of bread. Then add jelly on top of the peanut butter.' The word 'then' shows this is the step immediately following spreading peanut butter. Choice A is incorrect because cutting the sandwich is the final step, not the next one after peanut butter. Choice B happens after adding jelly, not right after peanut butter. Choice D was the first step, already completed before spreading peanut butter. This error occurs when students don't follow sequential signal words or skip steps in the order. To help students: Create anchor charts for signal words: Time (before, after, during, while, when, meanwhile), Sequence (first, next, then, finally, last), Cause/Effect (because, since, therefore, as a result, leads to, causes). Teach students to identify signal words while reading and ask 'What does this word tell me about how these ideas connect?' Use graphic organizers: timeline for historical events showing before/after, flowchart for sequential steps with arrows, cause/effect chain with boxes and arrows showing 'this causes that.' Model think-aloud: 'I see the word then - that tells me this is the next step. So adding jelly comes right after spreading peanut butter.' Practice identifying relationships: Give passage and ask students to circle signal words and explain what relationship each shows. Use sentence frames: 'Spreading peanut butter is the second step,' 'Adding jelly is the third step.' Teach chronological order with timelines, adding events in sequence. For cause/effect, ask 'Why did this happen?' and 'What happened because of this?' Use real-world examples: recipes (sequence), daily routines (time), science experiments (cause/effect). Watch for: Students who don't notice signal words, confuse before/after, reverse cause and effect, can't identify order of steps, or list events without understanding connections. Provide explicit instruction in each relationship type with multiple examples from different content areas (history, science, procedures).

This question tests describing relationships between events, scientific concepts, or procedural steps (CCSS.RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect). Students must understand how events, ideas, or steps connect using relationship language. Relationships in informational texts show how events, concepts, or steps connect. Three main types: Time relationships (when things happened - before, after, during, while, at the same time), Sequential relationships (order - first, next, then, finally, last), Cause/Effect relationships (why things happen and what results - because, since, as a result, therefore, causes, leads to). Signal words help readers identify relationships. Understanding these relationships helps readers see how information is organized and connected, not just as isolated facts. In this passage, a technical procedure for making butter is described. The passage shows both sequence and cause/effect relationships. First Mia poured cream, then she shook it because shaking makes fat stick together, after that butter formed and liquid separated, finally she poured off liquid and rinsed butter. Signal words like 'because' and 'after that' help show these connections. Choice A is correct because it identifies the result of shaking the jar. The passage states 'she shook it for 10 minutes because shaking makes the fat stick together. After that, butter formed and liquid separated.' The word 'because' shows shaking caused fat to stick together, and 'after that' shows the result was butter forming and liquid separating. Choice B is incorrect because this was the first step, not a result of shaking. Choice C happened after the butter formed, not as a result of shaking. Choice D is not mentioned in the passage and doesn't make logical sense. This error occurs when students don't follow the cause/effect signal words or confuse sequence with results. To help students: Create anchor charts for signal words: Time (before, after, during, while, when, meanwhile), Sequence (first, next, then, finally, last), Cause/Effect (because, since, therefore, as a result, leads to, causes). Teach students to identify signal words while reading and ask 'What does this word tell me about how these ideas connect?' Use graphic organizers: timeline for historical events showing before/after, flowchart for sequential steps with arrows, cause/effect chain with boxes and arrows showing 'this causes that.' Model think-aloud: 'I see the word because - that tells me a reason is coming. So shaking is what made the butter form.' Practice identifying relationships: Give passage and ask students to circle signal words and explain what relationship each shows. Use sentence frames: 'Shaking caused butter to form,' 'This happened because of shaking.' Teach chronological order with timelines, adding events in sequence. For cause/effect, ask 'Why did this happen?' and 'What happened because of this?' Use real-world examples: recipes (sequence), daily routines (time), science experiments (cause/effect). Watch for: Students who don't notice signal words, confuse before/after, reverse cause and effect, can't identify order of steps, or list events without understanding connections. Provide explicit instruction in each relationship type with multiple examples from different content areas (history, science, procedures).

This question tests describing relationships between events, scientific concepts, or procedural steps (CCSS.RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect). Students must understand how events, ideas, or steps connect using relationship language. Relationships in informational texts show how events, concepts, or steps connect. Three main types: Time relationships (when things happened - before, after, during, while, at the same time), Sequential relationships (order - first, next, then, finally, last), Cause/Effect relationships (why things happen and what results - because, since, as a result, therefore, causes, leads to). Signal words help readers identify relationships. Understanding these relationships helps readers see how information is organized and connected, not just as isolated facts. In this passage, the content describes a scientific process of frog development. The passage shows sequential and time relationships. First a frog lays eggs, after a few days tadpoles hatch, then they grow legs, later tails shrink, finally young frogs hop onto land. Signal words like first, after, then, later, finally help show these connections. Choice C is correct because it describes the event immediately after hatching. The passage indicates that the tadpoles grew legs after they hatched. The text states 'Then the tadpoles grow legs while they still have tails.' The signal word 'then' in the passage shows this sequential relationship. Choice A is incorrect because it describes a later event, not what happened right after hatching. This event did occur, but after the tadpoles grew legs, as shown by signal words like 'later.' The question asks about the specific relationship after hatching. This error occurs when students don't follow signal words or confuse the order of steps. To help students: Create anchor charts for signal words: Time (before, after, during, while, when, meanwhile), Sequence (first, next, then, finally, last), Cause/Effect (because, since, therefore, as a result, leads to, causes). Teach students to identify signal words while reading and ask 'What does this word tell me about how these ideas connect?' Use graphic organizers: timeline for historical events showing before/after, flowchart for sequential steps with arrows, cause/effect chain with boxes and arrows showing 'this causes that.' Model think-aloud: 'I see the word because - that tells me a reason is coming. So [cause] is what made [effect] happen.' Practice identifying relationships: Give passage and ask students to circle signal words and explain what relationship each shows. Use sentence frames: '[Event] happened before [event],' '[Step] is the first step because,' '[Cause] caused [effect].' Teach chronological order with timelines, adding events in sequence. For cause/effect, ask 'Why did this happen?' and 'What happened because of this?' Use real-world examples: recipes (sequence), daily routines (time), science experiments (cause/effect). Watch for: Students who don't notice signal words, confuse before/after, reverse cause and effect, can't identify order of steps, or list events without understanding connections. Provide explicit instruction in each relationship type with multiple examples from different content areas (history, science, procedures).

This question tests describing relationships between events, scientific concepts, or procedural steps (CCSS.RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect). Students must understand how events, ideas, or steps connect using relationship language. Relationships in informational texts show how events, concepts, or steps connect. Three main types: Time relationships (when things happened - before, after, during, while, at the same time), Sequential relationships (order - first, next, then, finally, last), Cause/Effect relationships (why things happen and what results - because, since, as a result, therefore, causes, leads to). Signal words help readers identify relationships. Understanding these relationships helps readers see how information is organized and connected, not just as isolated facts. In this passage, the content describes scientific concepts about Earth's tilt and seasons. The passage shows cause/effect and time relationships. Earth tilts, because of tilt different sunlight amounts, when northern tilts toward summer, at the same time southern winter, later seasons change. Signal words like because, when, at the same time, later help show these connections. Choice A is correct because it states the result of the tilt. The tilt caused different sunlight because the passage explains 'Because of this tilt, different places get different amounts of sunlight,' using signal word because. The signal word 'because' in the passage shows this cause/effect relationship. Choice B is incorrect because it is not mentioned in the passage. The passage does not show this relationship - it actually indicates the tilt causes sunlight differences, not stopping spin. This error occurs when students add information not in the text or confuse cause and effect. To help students: Create anchor charts for signal words: Time (before, after, during, while, when, meanwhile), Sequence (first, next, then, finally, last), Cause/Effect (because, since, therefore, as a result, leads to, causes). Teach students to identify signal words while reading and ask 'What does this word tell me about how these ideas connect?' Use graphic organizers: timeline for historical events showing before/after, flowchart for sequential steps with arrows, cause/effect chain with boxes and arrows showing 'this causes that.' Model think-aloud: 'I see the word because - that tells me a reason is coming. So [cause] is what made [effect] happen.' Practice identifying relationships: Give passage and ask students to circle signal words and explain what relationship each shows. Use sentence frames: '[Event] happened before [event],' '[Step] is the first step because,' '[Cause] caused [effect].' Teach chronological order with timelines, adding events in sequence. For cause/effect, ask 'Why did this happen?' and 'What happened because of this?' Use real-world examples: recipes (sequence), daily routines (time), science experiments (cause/effect). Watch for: Students who don't notice signal words, confuse before/after, reverse cause and effect, can't identify order of steps, or list events without understanding connections. Provide explicit instruction in each relationship type with multiple examples from different content areas (history, science, procedures).

This question tests describing relationships between events, scientific concepts, or procedural steps (CCSS.RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect). Students must understand how events, ideas, or steps connect using relationship language. Relationships in informational texts show how events, concepts, or steps connect. Three main types: Time relationships (when things happened - before, after, during, while, at the same time), Sequential relationships (order - first, next, then, finally, last), Cause/Effect relationships (why things happen and what results - because, since, as a result, therefore, causes, leads to). Signal words help readers identify relationships. Understanding these relationships helps readers see how information is organized and connected, not just as isolated facts. In this passage, the content describes a technical procedure for making butter. The passage shows sequential and cause/effect relationships. First pour cream into jar, then shake, because of shaking butter forms, next pour off buttermilk, finally rinse. Signal words like first, then, because, next, finally help show these connections. Choice B is correct because it is the next step after shaking. This is the next step in the process. The passage shows the order: shake then pour off buttermilk, using words like next. The signal word 'next' in the passage shows this sequential relationship. Choice C is incorrect because it is an earlier step, not after shaking. This reverses the order - pouring cream happened first, as shown by signal words like first. The question asks about the specific sequence after shaking. This error occurs when students confuse order or don't follow signal words. To help students: Create anchor charts for signal words: Time (before, after, during, while, when, meanwhile), Sequence (first, next, then, finally, last), Cause/Effect (because, since, therefore, as a result, leads to, causes). Teach students to identify signal words while reading and ask 'What does this word tell me about how these ideas connect?' Use graphic organizers: timeline for historical events showing before/after, flowchart for sequential steps with arrows, cause/effect chain with boxes and arrows showing 'this causes that.' Model think-aloud: 'I see the word because - that tells me a reason is coming. So [cause] is what made [effect] happen.' Practice identifying relationships: Give passage and ask students to circle signal words and explain what relationship each shows. Use sentence frames: '[Event] happened before [event],' '[Step] is the first step because,' '[Cause] caused [effect].' Teach chronological order with timelines, adding events in sequence. For cause/effect, ask 'Why did this happen?' and 'What happened because of this?' Use real-world examples: recipes (sequence), daily routines (time), science experiments (cause/effect). Watch for: Students who don't notice signal words, confuse before/after, reverse cause and effect, can't identify order of steps, or list events without understanding connections. Provide explicit instruction in each relationship type with multiple examples from different content areas (history, science, procedures).

This question tests describing relationships between events, scientific concepts, or procedural steps (CCSS.RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect). Students must understand how events, ideas, or steps connect using relationship language. Relationships in informational texts show how events, concepts, or steps connect. Three main types: Time relationships (when things happened - before, after, during, while, at the same time), Sequential relationships (order - first, next, then, finally, last), Cause/Effect relationships (why things happen and what results - because, since, as a result, therefore, causes, leads to). Signal words help readers identify relationships. Understanding these relationships helps readers see how information is organized and connected, not just as isolated facts. In this passage, the content describes a scientific process of erosion. The passage shows cause-effect and time relationships. When rain falls it washes soil away, because soil moves channels form, as more rain falls channels deepen into gullies, after many years this carves valleys. Signal words like when, because, as, after help show these connections. Choice B is correct because it explains the cause of small channels forming. Rain washing soil away caused the soil to move, leading to channels. The passage explains 'When rain falls on loose soil, it washes some soil away. Because the soil moves, small channels form,' using 'because.' The signal word 'because' in the passage shows this cause-effect relationship. Choice C is incorrect because it reverses cause and effect. This confuses cause and effect - gullies form after channels deepen, they don't stop rain; the passage actually indicates rain causes deepening. The passage does not show this relationship. This error occurs when students reverse cause and effect or don't understand causal relationships. To help students: Create anchor charts for signal words: Time (before, after, during, while, when, meanwhile), Sequence (first, next, then, finally, last), Cause/Effect (because, since, therefore, as a result, leads to, causes). Teach students to identify signal words while reading and ask 'What does this word tell me about how these ideas connect?' Use graphic organizers: timeline for historical events showing before/after, flowchart for sequential steps with arrows, cause/effect chain with boxes and arrows showing 'this causes that.' Model think-aloud: 'I see the word because - that tells me a reason is coming. So [cause] is what made [effect] happen.' Practice identifying relationships: Give passage and ask students to circle signal words and explain what relationship each shows. Use sentence frames: '[Event] happened before [event],' '[Step] is the first step because,' '[Cause] caused [effect].' Teach chronological order with timelines, adding events in sequence. For cause/effect, ask 'Why did this happen?' and 'What happened because of this?' Use real-world examples: recipes (sequence), daily routines (time), science experiments (cause/effect). Watch for: Students who don't notice signal words, confuse before/after, reverse cause and effect, can't identify order of steps, or list events without understanding connections. Provide explicit instruction in each relationship type with multiple examples from different content areas (history, science, procedures).

This question tests describing relationships between events, scientific concepts, or procedural steps (CCSS.RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect). Students must understand how events, ideas, or steps connect using relationship language. Relationships in informational texts show how events, concepts, or steps connect. Three main types: Time relationships (when things happened - before, after, during, while, at the same time), Sequential relationships (order - first, next, then, finally, last), Cause/Effect relationships (why things happen and what results - because, since, as a result, therefore, causes, leads to). Signal words help readers identify relationships. Understanding these relationships helps readers see how information is organized and connected, not just as isolated facts. In this passage, the content describes a technical procedure for planting a seed. The passage shows sequential and cause-effect relationships. First filled cup with soil, next placed seed and covered it, then watered until damp, after that set by window, a week later sprout appeared because of water and warmth. Signal words like first, next, then, after that, because help show these connections. Choice C is correct because it is the next step in the sequence after covering the seed. This is the next step in the process. The passage shows the order: after covering, then he watered the cup until the soil was damp. The text states 'Then he watered the cup until the soil was damp,' using 'then.' The signal word 'then' in the passage shows this sequential relationship. Choice B is incorrect because it describes an earlier step, not the next after covering. This reverses the order - filling with soil actually happened first, before placing and covering, as shown by 'First, Jordan filled a cup with soil. Next, he placed a bean seed.' The question asks about the next step after covering. This error occurs when students confuse order or don't follow signal words. To help students: Create anchor charts for signal words: Time (before, after, during, while, when, meanwhile), Sequence (first, next, then, finally, last), Cause/Effect (because, since, therefore, as a result, leads to, causes). Teach students to identify signal words while reading and ask 'What does this word tell me about how these ideas connect?' Use graphic organizers: timeline for historical events showing before/after, flowchart for sequential steps with arrows, cause/effect chain with boxes and arrows showing 'this causes that.' Model think-aloud: 'I see the word because - that tells me a reason is coming. So [cause] is what made [effect] happen.' Practice identifying relationships: Give passage and ask students to circle signal words and explain what relationship each shows. Use sentence frames: '[Event] happened before [event],' '[Step] is the first step because,' '[Cause] caused [effect].' Teach chronological order with timelines, adding events in sequence. For cause/effect, ask 'Why did this happen?' and 'What happened because of this?' Use real-world examples: recipes (sequence), daily routines (time), science experiments (cause/effect). Watch for: Students who don't notice signal words, confuse before/after, reverse cause and effect, can't identify order of steps, or list events without understanding connections. Provide explicit instruction in each relationship type with multiple examples from different content areas (history, science, procedures).

This question tests describing relationships between events, scientific concepts, or procedural steps (CCSS.RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect). Students must understand how events, ideas, or steps connect using relationship language. Relationships in informational texts show how events, concepts, or steps connect. Three main types: Time relationships (when things happened - before, after, during, while, at the same time), Sequential relationships (order - first, next, then, finally, last), Cause/Effect relationships (why things happen and what results - because, since, as a result, therefore, causes, leads to). Signal words help readers identify relationships. Understanding these relationships helps readers see how information is organized and connected, not just as isolated facts. In this passage, the content describes a scientific process of the water cycle. The passage shows sequential relationships. First sun warms water, then evaporates and rises, next cools and forms clouds, after that precipitation falls, finally collects in rivers and returns. Signal words like first, then, next, after that, finally help show these connections. Choice B is correct because it identifies the step immediately before precipitation in the time sequence. The passage indicates that the water cools and forms clouds before precipitation falls. The text states 'Next, the water cools and forms clouds by condensation. After that, precipitation falls.' The signal word 'after that' in the passage shows this time relationship. Choice A is incorrect because it describes a later event, not before precipitation. This event happened finally, after precipitation, as shown by 'Finally, water collects in rivers.' The question asks about before precipitation fell. This error occurs when students confuse before/after or don't understand temporal relationships. To help students: Create anchor charts for signal words: Time (before, after, during, while, when, meanwhile), Sequence (first, next, then, finally, last), Cause/Effect (because, since, therefore, as a result, leads to, causes). Teach students to identify signal words while reading and ask 'What does this word tell me about how these ideas connect?' Use graphic organizers: timeline for historical events showing before/after, flowchart for sequential steps with arrows, cause/effect chain with boxes and arrows showing 'this causes that.' Model think-aloud: 'I see the word because - that tells me a reason is coming. So [cause] is what made [effect] happen.' Practice identifying relationships: Give passage and ask students to circle signal words and explain what relationship each shows. Use sentence frames: '[Event] happened before [event],' '[Step] is the first step because,' '[Cause] caused [effect].' Teach chronological order with timelines, adding events in sequence. For cause/effect, ask 'Why did this happen?' and 'What happened because of this?' Use real-world examples: recipes (sequence), daily routines (time), science experiments (cause/effect). Watch for: Students who don't notice signal words, confuse before/after, reverse cause and effect, can't identify order of steps, or list events without understanding connections. Provide explicit instruction in each relationship type with multiple examples from different content areas (history, science, procedures).