Teach the basic rules of sentence structure. Every sentence must begin with a capital letter, have an established subject (a noun), and proper closure (a period, question mark or exclamation). The concept of sequencing cannot be successfully introduced until these basics are mastered.
Encourage students to create three to five simple sentences on individual pieces of paper. The subject matter (or noun) should stay the same for all sentences, as it will be the focus of the sentences as they are brought together in story form. The sentences will be about a specific subject (a cat, a store, a brother). Communicating a complete thought regarding the subject matter is the objective in creating groups of singular sentences.
Elaborate on the subject matter in each sentence by using a verb (or predicate). Providing an action, or a condition, caused by your subject will further enhance the interest of the sentence. Without the subject of the sentence engaging in some act or condition, the sentence, essentially, has nowhere to go.
Close each sentence with proper punctuation: a period, question or exclamation mark. Without the necessary ending, the sentences will run on to potentially become fragmented -- or worse, nonsensical.
Write sequencing words on 4-by-6-inch index cards. Have students assist you with compiling an adequate amount of words (before, after, first, second, then, finally, at last, etc.). When the children think of their own sequencing words, they are more likely to easily recall them in the future.
Place a group of same-subject sentences on the table. Spread them out and look closely at each sentence to determine the desired direction they should take in story form. A student with ample imagination will instinctively know the proper sequencing, but he may require assistance in organizing the information accordingly.
Allow students to perform this activity in groups or alone -- whichever they prefer. When all their sentences have been included with proper usage of a sequencing word, staple the pages together to create a storybook. Students can decorate their stories with pictures corresponding to the subject matter. The pupils can read their stories, whenever they like, so as to further reinforce the concept of word-sequencing.