Transition Words Lesson Plan

(First Grade)
Introduction 
 Standard: 1.W.3 Write narratives (e.g., story,
poetry) that: a. Recount two or more
appropriately sequenced events, b. Include
some details regarding what happened, c. use
words to signal event order, and d. Provide
some sense of closure. 
 Objective: I can use transition words in my
writing. 
 “Okay, class! We have been learning about
how to make our writing even more interesting
by adding events and details about what is
happening in your stories. Today, we are
going to learn how to add transition words to
let our audience know that there is something
new happening!”
Modeling:
 “I am going to read you guys a very funny
story! While it is very funny, we need to make
sure we have our listening ears and thinking
caps on! I want you all to think about how the
author of this book lets us know when the next
thing is happening!” 
 Start reading If You Give a Mouse a Cookie to the class.
Make sure to point to each word as you read! 
 On page 8 it reads, “when you give him the milk,”. This is
where you point out to the class about how the writer used it
to give their readers a clue that something is about to
happen next. “‘When you give him the milk,’... what do you
guys think will happen next? The author used ‘when’ to let
us know something is happening next!” 
 Page 10 includes the line, ‘When he’s finished, he’ll ask for
a napkin’. Explain once again to the class about why the
author used the word ‘when’ and ask the students how they
felt after I read that line! (Did they feel curious, want to
know what happens next, etc.)
 Page 11 says, ‘then he’ll want to look in a mirror to make
sure he doesn’t have a milk mustache’. Ask students what
they think the transition word in that sentence is. 
 Keep thinking aloud as you continue reading this book.
Keep having students volunteer to identify the transition
words in the story. 
 After you’ve finished the story, begin making an anchor
chart titled “Transition Words”. Encourage students to help
you fill this out and remind them that this will help them in
their future writing when they can’t think of a transition word to use. Pick the students’ brain on
this and persuade them to come up with words that signal an event will happen next. 
Students Practice:
 “Now, I would like for you guys to practice using transition words! I have some sentences that
have transition words, and it is your guys’ job to identify what word I used as a transition! When
you figure out what word I used, go ahead and write that on your white board. Make sure when
you have your answer, you wait for me to tell the class to hold up your white boards! We don’t
want to share answers.” 
 Pass out a white board to each student. 
 On the smart board, open this document for example sentences. The sentences are spaced out
enough so that the students only have to view one sentence at a time. 
 For students that have trouble reading, offer assistance by reading the sentences on the board. 
 If students are having troubles, remind them of the anchor chart that was just made. Having the
students use white boards are a fun way to check their comprehension of transition words. It is
also a great way to monitor how everyone is doing, since you’re able to see every student’s
answer at once. 
Closing: 
 “Now that we have learned about transition words and have practiced using them, I want you to
take out your writer’s notebook! We have been working on our stories for quite some time now,
and I would like for you all to add transition words into your writing. Highlight each of your
transition words with your highlighters, even including the ones you may have already used in
your past writing without knowing!”
 For students who say they’re done, have them read their stories and point out the transition
words. Ask if they could add more in any more places, or how can they revise sentences in order
to include transition words.