Given a context sentence, students complete a second sentence that begins with an "effect" transition word or phrase ("Therefore," "As a result," and "Consequently") **Why teach this skill?** Clarifies logical relationships. Uses therefore, as a result, so, or consequently to show outcome or result.

Given a context sentence, students complete a second sentence that begins with a "contrast" transition word or phrase ("However," "Conversely," "On the other hand) **Why teach this skill?** Supports balanced argumentation. Uses however, on the other hand, or nevertheless to show differences or alternative perspectives.

Given a context sentence, students complete a second sentence that begins with a "similarity" transition word or phrase ("Similarly," "Likewise") **Why teach this skill?** Reinforces logical connections across related ideas. Uses words like also, similarly, or in addition to signal likeness or shared reasoning.

Given a context sentence, students complete a second sentence that begins with an "effect" (e.g. "Therefore"), "contrast" (e.g. "However") or "similarity" (e.g. "Similarly") transition word or phrase **Why teach this skill?** Consolidates knowledge of basic transition types. Encourages students to apply transitions purposefully for meaning, not just for flow.

Given a context sentence, students complete a second sentence that begins with a "sequence" transition word or phrase ("For one," "First of all," "In addition," "Moreover," "Next") **Why teach this skill?** Improves flow and temporal clarity. Uses first, next, then, finally to organize processes or chronological events.

Given a context sentence, students complete a second sentence that begins with an "example" transition word or phrase ("For instance," "For example," "Specifically") **Why teach this skill?** Strengthens explanatory reasoning. Uses for example or for instance to connect claims with evidence.

Given a context sentence, students complete a second sentence that begins with an "effect," "contrast," "similarity," "sequence," or "example" transition word or phrase **Why teach this skill?** Expands flexibility and independence with transition use. Challenges students to vary transitions based on context and audience.

Given a context sentence, students complete a second sentence that begins with a "emphasis" transition word or phrase ("In fact," "Notably," "In particular") **Why teach this skill?** Builds rhetorical control and focus. Uses transitions such as especially, notably, or in particular to highlight key ideas or evidence.

Given a context sentence, students complete a second sentence that begins with a "summary" transition word or phrase ("In conclusion, In summary," "In other words") **Why teach this skill?** Strengthens students’ ability to close or encapsulate ideas. Teaches how words like overall, in summary, or in short signal wrap-up thinking.

Given a context sentence, students complete a second sentence that begins with an "effect," "contrast," "similarity," "sequence," "example," "emphasis," or "summary" transition word or phrase **Why teach this skill?** Reinforces mastery and syntactic fluency. Encourages deliberate variation and integration of transitions at sentence and paragraph level.