Effective Sequencing Goals in Speech Therapy for Better Communication

When a second-grader can name every character in a story but can’t explain what happened first, next, or last, something important is missing. That missing piece is often sequencing—the ability to organize events, actions, and ideas in logical order. For speech language pathologists and IEP teams, sequencing goals in speech therapy represent one of the most practical and impactful areas of intervention.

This guide walks you through everything you need to know about writing, implementing, and tracking sequencing goals. You’ll find concrete examples, data collection strategies, and therapy activities that translate directly to the therapy room and classroom.

Key Takeaways

• Sequencing goals in speech therapy are essential for helping students organize events, actions, and ideas in a logical order, which supports storytelling, following directions, and explaining routines effectively.
• Effective sequencing goals should be specific, measurable, and tailored to the student's individual needs, incorporating visual aids, temporal words, and structured language activities to build both receptive and expressive language skills.
• Collaboration among speech-language pathologists, educators, and families, along with consistent data collection and progress monitoring, is crucial for successful sequencing intervention and generalization of skills across settings.

Quick Answer: What Are Sequencing Goals in Speech Therapy?

Sequencing goals in speech therapy focus on teaching students to order actions, events, and ideas in time. These goals matter because the ability to sequence underpins nearly every aspect of school success—from following directions to writing coherent paragraphs to explaining what happened during recess.

Here’s what sequencing goals help students accomplish:

Following multi step directions. Students who struggle with sequencing often miss steps or complete tasks out of order. Goals targeting this skill help children process and execute 2-, 3-, and 4-step instructions accurately.

Telling stories with clear beginning, middle, and end. Narrative skills depend heavily on sequencing. When students can order story elements correctly, their storytelling becomes coherent and engaging.

Explaining routines. Whether it’s describing how to get ready for school or explaining the steps of a science experiment, students need sequencing to verbally describe processes in their own words.

Solving problems in order. From math word problems to social conflicts, sequencing helps students identify what happened first, what to try next, and how to reach a solution.

Sequencing goals are written into an individualized education program or treatment plan when a child skips steps, mixes up temporal words like “before” and “after,” or cannot organize events logically. These difficulties often surface during story retell tasks, when following classroom directions, or when explaining personal experiences.

Sample sequencing goals:

• By May 2026, given a 3-step picture sequence, Alex will verbally order the pictures and explain each step in 4 out of 5 trials with minimal cues.
• By December 2025, when retelling a short story read aloud, Maria will sequence at least 4 key events in correct sequence using temporal words in 80% of opportunities.
• By March 2026, given visual supports, Jordan will follow 3-step classroom directions in the correct order with 80% accuracy across 3 consecutive sessions.
• By June 2026, Sophia will independently sequence the steps of a daily routine (packing backpack, washing hands) and explain each step using complete sentences in 4 out of 5 trials.

Understanding Sequencing Goals Within Speech Therapy

Think of sequencing as “putting things in the right order so stories and directions make sense.” It’s the mental process of organizing events along a timeline—understanding that you put on socks before shoes, that a problem happens before a solution, and that “yesterday” means something different than “tomorrow.”

Sequencing connects to multiple language domains. It requires receptive language to understand the order of events when listening. It demands expressive language skills to retell events coherently. It supports narrative development by providing structure to stories. And it relies on executive functioning skills like working memory and planning to hold multiple steps in mind.

On IEPs, you won’t typically find a standalone “sequencing” category. Instead, sequencing goals appear under:

• Expressive language – retelling stories, explaining procedures
• Receptive language – following multi step directions, understanding temporal concepts
• Pragmatic language – organizing conversational turns, providing coherent explanations

Sequencing is foundational for academic tasks across grades K-5 and beyond. Students need these skills to retell read-alouds during literacy blocks, write personal narratives with clear structure, explain steps in science experiments, and solve multi-step math word problems.

When do SLPs recommend sequencing goals?

• A first-grader can name all the pictures in a 4-card sequence but cannot tell what happened first, next, and last
• A third-grader’s story retells jump randomly between events with no logical flow
• A fifth-grader consistently misses steps when following classroom directions
• A student uses temporal words like “then” and “after” interchangeably without understanding their distinct meanings

The key is that goals must be functional and observable. “Retell a familiar story in order using at least 4 events” is measurable. “Improve sequencing” is not. Effective goals for speech therapy specify exactly what the student will do, under what conditions, and how success will be measured.

How to Write Measurable Sequencing Goals for IEPs

Every sequencing goal on an IEP must follow SMART criteria: Specific, Measurable, Achievable, Relevant, and Time-bound. When possible, tie goals to curriculum standards so they support classroom success, not just isolated skills practiced in the therapy room.

Key Elements of a Measurable Sequencing Goal

Each goal should include these components:

Element	Description	Example
Condition	The context or materials provided	Given 4-picture sequences, after listening to a short story, using a visual schedule
Observable Behavior	What the student will do	Retell, order, sequence, follow, explain
Accuracy Level	How success is measured	80% accuracy, 4 out of 5 trials, 7 out of 10 opportunities
Level of Support	Cues allowed	Independent, with minimal cues, with visual prompts
Timeframe	When mastery is expected	By October 2025, by March 2026, by the annual review

Sample Goal Stems by Level

Early Elementary (K-2):

• By December 2025, given a 3-step picture sequence depicting a familiar routine (washing hands, packing backpack), [Student] will arrange the pictures in correct order and verbally describe each step using sequence words in 4 out of 5 trials with minimal verbal prompts.

Upper Elementary (3-5):

• By March 2026, after listening to a grade-level short story, [Student] will retell the story including 4-6 key events in correct sequence using at least 3 temporal words (first, then, finally) with 80% accuracy across 3 consecutive sessions.

Middle School (6-8):

• By May 2026, when explaining a multi-step procedure (science experiment, project steps), [Student] will verbally describe at least 5 steps in correct order using appropriate temporal concepts with 80% accuracy given graphic organizers as visual supports.

Functional/Life Skills:

• By June 2026, [Student] will independently sequence and verbally explain the steps of a daily living task (preparing a snack, completing a morning routine) using at least 4 steps in correct order with 80% accuracy across 2 consecutive sessions.

Vary your goal details to match each student’s individual needs. Include specific months (October 2025, March 2026) and connect to meaningful classroom or life activities.

Role of the Speech-Language Pathologist in Sequencing Intervention

Speech therapists lead the assessment, goal writing, and intervention process for sequencing. But effective intervention requires collaboration—SLPs work alongside classroom teachers, occupational therapists, and families to ensure students practice sequencing across all environments.

Assessment Approaches

SLPs assess sequencing skills using multiple methods:

• Standardized assessments – Language tests that include subtests for sequencing pictures, following directions, and narrative retell
• Informal story retell tasks – Having students retell a familiar or newly-heard story while tracking event order
• Picture sequences – Presenting 3-6 picture cards and asking students to order and explain them
• Classroom observations – Watching how students handle multi step directions during show-and-tell, group activities, or transitions

Designing Therapy Plans

Speech therapists design stepwise intervention plans that build complexity gradually:

1. Younger students start with concrete 2-3 step routines using picture cards (getting dressed, brushing teeth)
2. Elementary students progress to 4-5 event story retells with visual cues and story grammar supports
3. Older students work on 6+ event narratives, expository sequences (explaining procedures), and conversational sequencing

Coaching and Collaboration

SLPs coach teachers and parents on using consistent language across environments. When everyone uses the same temporal words (“first, then, next, last”) and asks the same prompting questions, students generalize skills faster.

Example collaboration in action: An SLP supports a third-grader in sequencing the steps of a volcano project presentation. The SLP pre-teaches the sequence during therapy sessions using visual supports. The classroom teacher reinforces the same sequence words during science class. Parents practice at home by having the child explain what they’ll present tomorrow. This consistency across contexts accelerates the student’s progress toward independent sequencing.

Supports and Tools for Teaching Sequencing

Visual aids, verbal cues, and structured language scaffolds are essential when beginning sequencing work. The goal is to provide enough support for success, then systematically fade these supports as students build independence.

Visual Supports

Picture sequences – Printed 3-6 card sequences showing real routines like making a sandwich, lining up for recess, or completing a craft project. Start with familiar, predictable routines before moving to novel scenarios.

First-then boards – Simple two-box visuals showing what happens now and what comes next. These work well for younger students or those who need concrete structure.

Visual schedules – Daily schedule boards with pictures or words showing the order of activities (morning meeting, reading, lunch, specials, dismissal). These support understanding of temporal concepts across the school day.

Story maps – Graphic organizers with boxes for “who, where, what happened first, what happened next, what happened last, how did it end.” These break down narrative skills into manageable chunks.

Verbal Supports

• Sentence starters: “First I…”, “After that…”, “Finally…”
• Cloze sentences: “First she washed her hands, then she _“
• Guided WH questions: “What did he do first? What happened after that? How did it end?”
• Verbal prompts: Direct cues like “Tell me what comes next” or “What happened before that?”

Graphic Organizers

Story grammar graphic organizers help students place events along a simple horizontal timeline. These tools break down story elements into characters, setting, problem, events (in order), and solution.

Try this in your next session: Use a simple three-box timeline labeled “Beginning,” “Middle,” and “End.” Have students place sticky notes with key events in the correct box before attempting a full oral retell.

Data Collection and Progress Monitoring for Sequencing Goals

Precise data collection is critical for sequencing goals. Without good data, you can’t determine when to increase complexity (moving from 3-step to 5-step sequences) or reduce cues (fading from full visual supports to independent performance).

Data Collection Methods:

• Tally sheets – Mark correct versus incorrect step order during each trial
• Rubrics – Use a 0-3 scale rating story retell quality for order, details, and use of temporal words
• Narrative checklists – Track specific elements (included 4+ events, used sequence words, maintained order) every 4-6 weeks
• Percentage tracking – Calculate accuracy across opportunities (e.g., 6/8 = 75%)

Collect data across contexts:

Take data during structured pull-out speech therapy sessions, but also gather information from naturalistic contexts. Ask the classroom teacher to note how the student follows multi step directions during a read-aloud. Observe the student during a cooking activity in a life-skills classroom.

Sample data snapshots:

• On 10/05/2025, Jayden sequenced a 4-step morning routine with 75% accuracy given picture supports.
• On 11/12/2025, during story retell of a read-aloud, Maria included 4 events in correct order but omitted temporal words. Scored 2/3 on rubric.
• On 12/03/2025, Alex followed 3-step directions independently with 4/5 accuracy—improvement from 2/5 in September.

This kind of specific, dated data allows you to track progress and make informed decisions about adjusting goals or supports.

Using Digital Tools (Including Google Forms) for Sequencing Data

Many school-based SLPs use digital tools to streamline progress monitoring and collaboration. Digital data collection saves time and makes sharing information with IEP teams easier.

Setting Up a Google Form for Sequencing Data:

Create a form with the following fields:

• Student name (dropdown menu)
• Date
• Type of sequencing task (picture sequence, narrative retell, following directions)
• Number of steps/events targeted
• Accuracy percentage
• Prompt level used (independent, minimal verbal cues, visual supports, full model)
• Notes on temporal language use

When responses submit to a linked spreadsheet, you can easily graph student’s progress over time—from September 2025 to May 2026, for example. These visual graphs are powerful for IEP meetings and parent conferences.

Consider creating a short 5-7 minute tutorial video walking your team through how to enter session data and interpret the resulting charts. This supports collaboration and ensures consistent data entry across providers.

Therapy Activities to Target Sequencing Goals

Activities should be engaging, developmentally appropriate, and directly aligned with each child’s written sequencing goals. The best sequencing activities build both receptive language (understanding order) and expressive language (explaining order).

Structured Language Activities

Picture card sorting – Provide 3-4 picture cards depicting a daily routine (washing hands, going to bed, getting dressed). Have students arrange cards in order, then verbally describe each step.

Sentence-to-step matching – Write sentences describing steps on strips. Students match each sentence strip to the corresponding picture, then read the steps aloud in order.

Ordered story building – Give students sentence strips from a short story. They arrange strips in correct sequence, then retell the story using their own words.

Quick printable sequences – Use picture cards featuring familiar school routines from the current school year: the cafeteria line, packing up at dismissal, transitioning between classes. Familiar contexts improve carryover.

Build both receptive (pointing to what comes next) and expressive (explaining what comes next) skills within the same activity. Ask “Point to what happens after lunch” followed by “Now tell me what happens after lunch.”

Sequencing Words, Phrases, and Temporal Concepts

Students often need targeted practice with temporal words: first, next, then, last, before, after, meanwhile, finally, and later. These sequence words are the glue that holds narratives together.

Teaching progression:

1. Picture-supported identification: “Point to what happens before brushing your teeth.”
2. Sentence completion: “First I wash my hands, then I _.”
3. Short oral narratives: Student uses at least two temporal words to explain a 3-4 step process.

Practice contexts:

• Describing the steps of a fire drill (“First we hear the alarm, then we line up, next we walk outside…”)
• Explaining how to log in to a school tablet
• Summarizing a typical Monday morning in class

For younger students, focus on the 3-part structure: beginning, middle, end. For upper grades, expand to more complex multi-event timelines with words like “meanwhile,” “afterward,” and “eventually.”

Sequencing Story Events and Narrative Elements

Story retell is one of the most common places sequencing goals appear on IEPs, especially from kindergarten through grade 4. Strong narrative abilities support reading comprehension, writing, and social communication.

Use short, concrete stories (around 4-6 sentences) or wordless picture books to practice identifying and ordering story elements. Focus on story grammar:

• Who – the main character
• Where – the setting
• What went wrong – the problem
• What happened first/next/last – the events in order
• How it was solved – the resolution

Example scenarios:

• A child loses a library book (problem), looks in their backpack, asks their teacher, then finds it under their desk (events in order), and returns it to the library (solution)
• A student misses the bus (problem), calls a parent, waits in the office (events), and gets a ride to school (solution)

For a digital option, show short 8-10 minute video clips with minimal dialogue. Pause after each key event and have students retell what happened so far before continuing.

Following Multi-Step Directions and Real-Life Routines

Sequencing is essential for understanding and carrying out multi step directions in the classroom and at home. This skill directly impacts the student’s success in following teacher instructions and completing essential life skills independently.

Age-appropriate direction examples:

Grade Level	Example Directions
Kindergarten	2-step: “Get your pencil and sit on the rug.”
Early Elementary	3-step: “First get your scissors, then cut out the shape, last glue it on your paper.”
Upper Elementary	4-step with temporal language: “Before you start the experiment, put on your goggles. After you mix the liquids, write your observations.”

Practice activities:

• Visual recipes – Follow 4-5 step recipes for simple snacks (spreading peanut butter, making trail mix)
• Simple crafts – Complete step-by-step art projects where order matters
• Classroom jobs – Set up the reading corner, organize supplies, prepare materials for an activity

Emphasize both verbal repetition of steps and hands-on practice. Students should say the steps aloud before doing them, then explain what they did afterward. This supports generalization beyond the therapy room into real classroom and home contexts.

Conversational Turn-Taking and Sequencing in Dialogue

Older students in middle school and high school students may work on sequencing events within conversations—keeping topics organized, asking follow-up questions in logical order, and giving coherent explanations.

Role-play activities:

Have students answer wh questions in order about an event:

• “What happened first at recess?”
• “Then what happened?”
• “How did it end?”

Example prompts for practice:

• Describing a weekend event to a peer
• Telling how they solved a disagreement with a friend
• Explaining the steps of joining a school club or trying out for a team

Conversation supports:

Use cue cards with prompts to scaffold turn-taking and sequencing:

• “Tell what happened first”
• “Ask what happened next”
• “Describe how it ended”
• “Add one more detail”

These tactile cues and verbal cues help students organize their thoughts before speaking, building toward independent functional communication.

Teaching Temporal Concepts and Building Independence

Temporal concepts like “yesterday,” “today,” “tomorrow,” “before lunch,” and “after recess” connect directly to independent functioning at school and home. Students who understand these concepts can plan ahead, follow schedules, and self-advocate.

Concrete Teaching Tools

Classroom calendars – Mark specific dates (assessment days in October 2025, field trips in March 2026) and practice language like “The test is in two days” or “We went on our trip yesterday.”

Daily schedules with pictures – Visual schedules showing the order of the school day help students understand “what comes before” and “what comes after.”

First-then-later boards – Three-box visuals showing immediate, next, and future events support understanding of temporal progression.

Fading Supports Systematically

The ultimate language goals aim for independence. Follow this progression:

1. Full support – Complete visual sequences plus verbal models from the speech therapist
2. Partial support – Partial visuals or keyword verbal prompts
3. Minimal cues – Only occasional reminders when the student gets stuck
4. Independence – Student sequences and explains without any external support

Cross-Context Practice

Encourage students to practice sequencing across different environments:

• Sequencing the steps of getting ready for PE
• Organizing a homework checklist in order of priority
• Planning the stages of a small research project
• Explaining what will happen during tomorrow’s class

The long-term outcome is students who can talk through sequences on their own—to prepare for tasks, check their work, and self-advocate when they need help. This represents true generalization of language skills and executive functioning to everyday life.

Conclusion and Next Steps for SLPs and Families

Sequencing goals are central to narrative language, following directions, and everyday independence. When written with clear conditions, observable behaviors, and measurable criteria, these goals guide therapy from concrete routines to complex stories—building the foundation for academic success and effective communication.

Clear, measurable IEP goals combined with consistent data collection across the school year allow teams to document progress and adjust support as needed. The iep goal bank you develop should include goals at varying complexity levels so you can match each student’s individual starting point and track growth over time.

Frequently Asked Questions (FAQ)

Q1: What are sequencing goals in speech therapy?
Sequencing goals in speech therapy focus on helping students organize events, actions, or ideas in a logical and coherent order. These goals support skills like storytelling, following multi-step directions, explaining routines, and problem-solving.

Q2: Why are sequencing goals important for communication skills?
Sequencing is foundational for effective communication. It enables students to express their thoughts clearly, tell stories with a beginning, middle, and end, and follow instructions accurately. These skills also contribute to academic success and essential life skills.

Q3: How do speech-language pathologists assess sequencing skills?
SLPs use a variety of methods, including standardized assessments, informal story retell tasks, picture sequence ordering, and classroom observations to evaluate a student's sequencing abilities and identify areas for targeted intervention.

Q4: What types of activities are used to target sequencing skills?
Common activities include arranging sequencing cards, retelling stories using visual supports, following multi-step directions, cooking or crafting projects, and using graphic organizers. These activities help develop both receptive and expressive language skills.

Q5: How are sequencing goals written for IEPs?
Sequencing goals follow SMART criteria: they are Specific, Measurable, Achievable, Relevant, and Time-bound. Goals specify the condition, observable behavior, accuracy level, support needed, and timeframe for mastery.

Q6: Can sequencing goals support students with limited expressive language?
Yes. Sequencing goals often incorporate strategies to help students with limited expressive language form words and use sentence structure effectively, gradually building their ability to communicate sequences verbally.

Q7: How can families support sequencing goals at home?
Families can reinforce sequencing skills by narrating daily routines in order, asking questions about what happened first, next, or last, using sequencing cards or picture stories, and involving children in multi-step tasks like cooking or cleaning.

Q8: What role do visual aids play in sequencing therapy?
Visual aids such as picture cards, story maps, and graphic organizers are effective tools that provide concrete visual cues to help students understand and organize sequences, enhancing their comprehension and expressive language.

Q9: How often should sequencing goals be reviewed or updated?
Sequencing goals are typically reviewed annually during IEP meetings, but progress should be monitored continuously. As students master simpler sequences, goals can be adjusted to increase complexity or decrease support.

Q10: Are sequencing skills important beyond speech therapy?
Absolutely. Sequencing skills are essential life skills that support academic success, social communication, and everyday tasks like following routines, problem-solving, and planning activities.

Original content from the Upbility writing team. Reproducing this article, in whole or in part, without credit to the publisher is prohibited.

References

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