Using Temporal Words in Narrative Writing

Emily Benz

Department of Educational Technology and Literacy, Towson University

ISTC 667: Instructional Design and Development

Dr. Cai

March 14, 2021

 Using Temporal Words in Narrative Writing

Part 1

Section 1.1 Background Information

Howard County Public Schools (HCPS) utilizes the Common Core Standards for all

elementary school students. The Common Core Standards outline the goals and objectives for

students based on the core subject as well as the grade level. The standards for English Language

Arts are broken down into subcategories, such as literature, informational text, foundation skills,

and writing. As students progress throughout the grades, the standards begin to build upon each

other. Beginning in first grade, students are exposed to the writing genre of personal narrative.

They focus on writing a piece that recounts two or more sequenced events, includes some details

of what happened, uses some temporal words, and provides some sense of closure. Students then

build upon this knowledge in second grade by focusing on creating well-elaborated events that

include details to describe actions, thoughts, and feelings. When students have reached third

grade, they are expected to use temporal words in their writing to signal event order. This often

is challenging for third grade students because the skill has not been explicitly taught in previous

grades. Also, students have a misconception that by utilizing one or two words, such as first and

last, they have successfully used temporal words to sequence the events in their writing.

Successful performance of this skill would be demonstrated as a student using multiple temporal

words and phrases throughout their writing in order to create sequential flow of their story. This

instructional design project will focus on 1) building student’s understanding of temporal words

2) appropriately using temporal words and phrases in their writing to describe sequence of

events. The target audience for this instructional design project is a third grade class of 18

students at Swansfield Elementary School within the HCPS.

 As the instructional designer of the project, I have knowledge, skills, and expertise

within this area. I have worked within the county for five years. Four of those five years were as

a classroom teacher in second grade. I strongly believe that my knowledge of the content taught

in second grade will be highly useful when creating this instructional design project.

Additionally, I bring the background knowledge of the lessons and skills that are taught to the

students in second grade. Another set of skills that I bring to the project is a minor in English,

which was part of my B.S. Degree from Salisbury University. I believe that this skill set will help

create an instructional design project, which will ensure that students are able to meet the

standards set before them by the Common Core Standards.

Howard County Public School System provides many resources for educators and

students to use within the classroom. One resource that will be beneficial when creating this

instructional design project is the Being A Writer curriculum that aligns with the standards set by

Common Core. This curriculum is a scripted and includes multiple read alouds aligning to each

writing unit. In addition to the scripted lessons, the curriculum provides a skill practice guide that

provides lessons for educators to enforce important writing skills. Schools within HCPS also

have technology resources available to support learning. Many schools are equipped with

Smartboards. This resource allows for lessons to become interactive for the students. The many

resources provided by HCPS allow for this instructional design project to take place.

Within this instructional design project, there are constraints to consider. One constraint

is the allotted writing time within the English Language Arts block, which is 30 minutes. This

time does present problems in ensuring that the lessons are taught completely because there is

often not enough time. Due to virtual learning, writing has only been allotted one day a week.

This has presented a constraint in developing this instructional design project. Additionally, the
variability in student’s writing abilities can create a constraint. Since students write at different

levels, not all third-grade students may be ready for this skill of temporal words. Students may

also be writing above this skill in third grade. Lastly, the scripted lessons that are provided

through the curriculum from the county is also a constraint. At times, this does limit the

flexibility and creativity of the educator. To ensure that all students are giving the opportunity to

master this skill, these constraints will be considered when creating this instructional design

project.

Analysis of Learning Problem

The learning problem that third grade students in Howard County Public Schools face is

using temporal words and phrases to signal transition in their writing. This learning problem aligns

with the following English Language Arts Standards within Common Core.

• CCSS.ELA-LITERACY.W.3.3.C: Use temporal words and phrases to signal event order.

This learning problem consists of many different sub problems. Figure 1 shows the progression

through these sub-problems in the numbered circles. Each sub-problem requires students to have

specific knowledge and skills. Students must master each sub-problem before they are able to

move onto the next sub-problem. As students move through the progression, the support and

guidance from the instructor decreases as shown by the gray triangle. Table 1 shows the required

knowledge component, skills, and the desired learning performance for each sub-problem. This

table also shows the expectation of guidance students will need in each sub problem.

At the end of the unit, students will be asked to create a piece of writing that uses temporal

words. This will serve as the summative assessment for the instructor. Students will write about a

personal experience and be expected to use temporal words and phrases throughout their writing

to signal event order. Please see Appendix A for the writing prompt students will receive. The
instructor will look for words such as first, next, then, suddenly, before, finally, etc. Students will

be graded on the use of temporal words and phrases, events in a sequential order, grammar, and

punctuation. Students will be scored using a three, two, one rubric for each component. If a student

scores a three, their skill is evident in their writing. If a student scores a two, their skill is somewhat

evident in their writing, while a score of one means the skill is not evident in the student’s writing.

Please see Appendix B for an example rubric. Students who receive a score of three or two for

temporal words and phrases will have mastered the learning problem. A student receives a one has

not mastered the learning problem. These students will continue to receive instruction on this skill

through mini-lessons and their small group time. As the instructor feels students have mastered

this skill, they will reassess each student to determine if the skill has been mastered.
Figure 1
Sub-problems of the Whole Learning Problem

1 2 3 4 5
Using temporal
Identifying the
Understanding Using temporal words and
Identifying order of a
the meaning of words and phrases to
temporal words group of
temporal words phrases in a list signal
and phrases temporal words
and phrases of events transition in
and phrases
their writing

Table 1
Knowledge Components, Applications, and Guidance
Sub-problem 1 2 3 4 5
Knowledge Identify temporal All KCs from the All KCs from the All KCs from the All KCs from the
components (KC) words such as first, previous sub- previous sub-problem(s) previous sub- previous sub-problem(s)
needed to address then, next, last, etc. problem(s) problem(s)
each sub-problem
Understanding the order Using temporal words
of events. Ability to use to explain sequence of
temporal words to
Sub-problem 1 2 3 4 5
Connecting each Relationship between write an event in events in a piece of
temporal word or temporal words and sequential order. writing.
phrase to its’ definition order of events.
Students are able to
understand meaning of Students are able to put Students will be
a variety of temporal events into sequential able to write a list
words and phrases. order based off the of events in
(Such as next means temporal words sequential order
coming immediately provided. using temporal
after) words and phrases.

Application: Identify temporal Matching the temporal Use temporal words and Write a list using Write a personal
words and phrases word and phrases to phrases to identify the temporal words and narrative using temporal
What does in a passage by their definition. order of events. phrases about an words and phrases
audience do to circle, underline, or event. (i.e., going to within their writing.
demonstrate they highlight the Students can put an even bed, making your
can address each temporal words and in correct order based on bed, etc.) Students will use
sub-problem? phrases. the temporal words and temporal words to write
phrases used. (i.e., how Students can take a in sequential order (i.e.
In a piece of text, to make a peanut butter task that they know what they did over their
students will and jelly sandwich.) and write it in summer vacation, what
highlight the sequential order they did on their
temporal words and using temporal birthday, etc,).
phrases used. words and phrases
(i.e., how to brush
your teeth.)
Guidance Text and/or Text and/or Text and/or multimedia Text and/or Write personal narrative
(Gradually multimedia multimedia resources resources for concept multimedia independent.
diminishing) resources for for concept explanations (repeat as resources for
concept explanations (repeat as needed). concept Anchor charts around
explanations (repeat needed). explanations (repeat the room.
as needed). Teaching modeling as needed).
(repeat as needed) Teaching modeling
Teaching modeling Teaching modeling (repeat as needed)
(repeat as needed) (repeat as needed)
Sub-problem 1 2 3 4 5
Creation of anchor Creation of anchor Individual practice
Creation of anchor charts as a whole class charts as a whole class and receive peer
charts as a whole of concept. of concept. feedback.
class of concept.
Practice as an Practice as an individual,
individual, in a group, in a group, and as a
Practice as an and as a whole class to whole class to receive
individual, in a receive teacher and teacher and peer
group, and as a peer feedback. feedback.
whole class to
receive teacher and
peer feedback.
Needs Analysis

The Smith and Ragan Model (2004) was implemented for the need analysis. This

instructional design began by looking at the standards that third grade students are expected to

understand. Then it was determined what goals are already being achieved by the targeted

audience, a group of 18 third grade students in Howard County Public Schools. Next the gaps

between “what is” and “what should be” were identified. After identifying each gap, they were

prioritized based on the standards set for third grade students. Finally, the gaps were identified

based on instructional needs. The table below presents the gaps or knowledge components, data

sources, and the findings.

Table 1

Needs Analysis: Knowledge Components, Data Sources, Findings

Knowledge Components Data Sources Findings

Identifying temporal words and Exit Ticket: In a piece of text, Score: 90% ~100% of students
phrases students will highlight words could identify temporal words and
and phrases used. phrases.
Understanding the meaning of Exit Ticket: Connecting the Score: 80% ~90% of students could
temporal words and phrases temporal word or phrases to its understand the meaning of temporal
meaning. words and phrases.
Identifying the order of a group of Exit ticket: Students will put Score: 80% ~90% of students could
temporal words and phrases events in correct order based on identify the order of a group of
temporal words and phrases. temporal words and phrases.
Using temporal words and phrases in a Exit Ticket: Students will use Less than 50% of students can use
list of events temporal words to write a about temporal words and phrases in a list
an event (i.e. going to bed, of events.
making your bed, etc.)
Using temporal words and phrases to Individual response: Students
signal transition in their writing will write a personal narrative
that includes temporal words
and phrases.

From the above table, using temporal words and phrases in a list of events has been

identified as the priority of this design project. Therefore, this project will focus on the following

learning goals:
 - Identify temporal words and phrases that are used in sequencing events with an

accuracy of 80% or higher.

- Identify temporal words and phrases that are used to transition in a piece of writing

with an accuracy of 80% or higher.

- Use temporal words and phrases to sequence a list of events with an accuracy of 80%

or higher.

- Use temporal words and phrases to transition a piece of writing with an accuracy of

80% or higher.

- Explain the concept of using both types of temporal words and phrases in a piece of

writing with 80% accuracy or higher.

Learner Analysis

The target audience of this project are 18 third grade students, aged between 8 and 9

years old. There are 6 females and 12 males. The Smaldino, Lowther, and Russell (2012) model

was adopted for learner analysis. The results are summarized below.

General characteristics

The target audience of this project is a third-grade class at Swansfield Elementary School

in Howard County Public Schools. This is a general education classroom that contains five

students with Individualized Education Program and one student with 504 plan. The students

within this class range in ability level as well. The pie chart below shows the instructional levels

of the large audience.

 Instructional Levels

Above Grade
Level
22%
On Grade Level
50%
Below Grade
Level
28%

On Grade Level Below Grade Level Above Grade Level

Specific entry competencies

For this project, the target audience must have prior knowledge on several different

English Language Arts standards. Students must have the skills to write complete sentences with

correct chaptalization as well as punctuation. The target audience does have these necessary

skills, but a small portion needs support and assistance from the teacher to be successful at this.

Students also need the prior knowledge skill of personal narrative. Students have this prior

knowledge from the second-grade curriculum. Since 94% of the students in this target audience

attended second grade in a Howard County Public School, they have this prior knowledge.

Learning Styles

Upon observation, all students within the target audience have a different style of

learning. All 18 students learn best through kinesthetic learning. Students are able to remember

valuable pieces of information when movement is incorporated into learning. It is important for

as the instructional designer to include activities that align with bodily-kinesthetic intelligence to

ensure that all learners are given the opportunity to learn. Four students also contain linguistic-

verbal intelligence. These four students are able to use their words well when both writing and
speaking. Throughout this project, it is important to find ways to allow these students to extend

past their end goal for the target audience. As the instructional designer, I will include activities

that include activities and assignments that will target each learner’s strengths.

Part II

Task Analysis

The specific sub-learning problem identified for this instructional design project was

using temporal words and phrases in a piece of writing. The task analysis below indicates the

specific knowledge, skills, and steps needed for solving this challenge, using creating a list of

“going to bed”, and writing about “your Saturday” as an example.

 Figure 2

Task Analysis
Use temporal words and phrases in a piece
of writing.

One day, After,

Identify temporal words and Identify temporal words and
First, Second, Later that day,
Then, Next, phrases that are used in phrases that are used in a At last, At the
Last, Finally sequencing events. piece of writing end of the day

Putting pajamas
I ate breakfast
on.
Put all steps you perform and watched
Brush your teeth. Write about the events of cartoons. My
Unmake bed. when getting ready for bed your Saturday. family and I
Climb in bed. in the correct order. went to the park.
Get under covers.
We watched a
Read a book.
movie.
Turn off lights

One day, I ate

First putting Add sequencing temporal Add temporal words and breakfast and
pajamas on. words and phrases to your phrases to your piece of watched
Second brush cartoons. After
your teeth. list of events. writing.
breakfast, my
Then unmake
family and I went
bed.
to the park. At
Next climb in
bed and get under the end of the
covers. day, we watched
Last read a book. a movie.
Finally turn off Explain the concept of
lights
using both temporal words
and phrases in a piece of
writing

On my birthday, I woke up at 7 am. First,

Use both types of temporal I had breakfast. Next, my cousins came
words and phrases in a piece over. We played at the park. Later that
of writing. day, we ate cake. Next, I was opened
presents. At the end of the day, we
watched my favorite movie.
 Digital Learning Product

Pear Deck Link:

https://app.peardeck.com/student/tsbzdmyxw

Google Slide Deck: (For teacher use)

https://docs.google.com/presentation/d/1PbeQjak0mvkzHU7mfZgyXdMsDDDwffS7GZKtvvOC
LnU/edit?usp=sharing
 References

Brown, A. H., & Green, T. D. (2020). The essentials of instructional design: Connecting

fundamental principles with process and practice (4th ed.). New York: Routledge.

English language Arts standards “ writing “ grade 3. (n.d.). Retrieved February 13, 2021, from

http://www.corestandards.org/ELA-Literacy/W/3/
 Appendix A

Name: ___________________________ Date: ________________

Directions: Write an interesting, true story about something that has happened to
you. Be sure you use temporal words and phrases in your writing to signal order of
events.

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 Appendix B

Name: ________________________________________ Date: __________________

Personal Narrative Rubric

Standard 3 2 1
Skill is evident Skill is somewhat Skill is not evident
evident

Uses temporal words and

phrases.
(W.3.3c)

Events are sequenced.

(W.3.3a)

Sentences are capitalized

and have correct
punctuation. (L3.2)

Grade appropriate
spelling.
(L3.2)

Total: ________/12