Expressing Time, Place and Cause
Use conjunctions (when, before, after, while, so, because), adverbs (then, next, soon, therefore) and prepositions (before, after, during, in, because of) to express time, place and cause within and across sentences
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Teaching Table
Set out your lesson
Use different word classes to connect time, place and cause.
Follow this model in an accessible mode before attempting independent work. Graph ordering is not learner mastery; revisit prerequisites if the guided task still needs full modeling.
Check readiness rather than assuming source graph order establishes attainment.
Use the complete scene cards; write a short account, not a list of labels. Open Show (S), then Guided (G), then Try (T). Hide earlier work and keys before Try. Use only the supplied stage material; do not invent additional cards. Pause or split the session if needed.
Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.
What this lesson covers and its limits
These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.
- partial: Use conjunctions (when, before, after, while, so, because), adverbs (then, next, soon, therefore) and prepositions (before, after, during, in, because of) to express time, place and cause within and across sentences
Short composition opportunity; some canonical example labels are imprecise, so because is explicitly taught as cause, not time.
- partial: Use time conjunctions to connect clauses (e.g., 'We went inside because it was raining', 'After the bell rang, we lined up')
Short composition opportunity; some canonical example labels are imprecise, so because is explicitly taught as cause, not time.
- partial: Use adverbs of time and cause within sentences (e.g., 'First, she opened the door. Then, she stepped outside. Therefore, she got wet.')
Short composition opportunity; some canonical example labels are imprecise, so because is explicitly taught as cause, not time.
- partial: Use prepositions of time and cause in phrases (e.g., 'during the lesson', 'before lunch', 'because of the rain')
Short composition opportunity; some canonical example labels are imprecise, so because is explicitly taught as cause, not time.
- partial: When {{name}} writes a story, do they use time words like "after", "while", or "soon" to show the order things happened — rather than starting every sentence with "then"?
Short composition opportunity; some canonical example labels are imprecise, so because is explicitly taught as cause, not time.
Short composition opportunity; some canonical example labels are imprecise, so because is explicitly taught as cause, not time.
Family records and proof options
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Learning resources
Reviewed external links that reinforce this concept. They do not replace Gakuva’s teaching approach.
No reviewed resources for this concept yet.
The teaching approach above still stands. Curated practice links will appear here as the shelf fills.
Check understanding
- Use time conjunctions to connect clauses (e.g., 'We went inside because it was raining', 'After the bell rang, we lined up')
- Use adverbs of time and cause within sentences (e.g., 'First, she opened the door. Then, she stepped outside. Therefore, she got wet.')
- Use prepositions of time and cause in phrases (e.g., 'during the lesson', 'before lunch', 'because of the rain')
“When your child writes a story, do they use time words like "after", "while", or "soon" to show the order things happened — rather than starting every sentence with "then"?”
Curriculum record
- Type
- Procedural
- Subject
- English
- Domain
- Grammar & Punctuation
- Age range
- Ages 7–8
Standards