What became more and more of an obvious problem was that this was not really beneficial for the lower students. First of all, they struggled to even read the words. If they couldn't read them, how could I expect them to put them in a logical order? When I worked 1:1 or in a small group to help them complete the worksheets, they often had to be reminded that the sentence needed to start with a capital letter. It just didn't work. My students needed the activity to be differentiated.
I started making three different versions of the same worksheet. Version 1 is for my lowest students who are really struggling. They simply have to cut the words and glue them in order to match the sentence that is already written (made with both a regular line and ruled lines). This is more of just a matching. Version 2 has the students copy the sentence that is already written. This gives them practice with handwriting, leaving spaces, starting with a capital letter and ending with a period. Version 3 is the original version where students have to cut the words and organize them into a sentence before gluing and then writing. These have been working much better. I am working on a 4th even higher version now that it is nearing the middle/end of the school year. Here are some student examples of versions 2 and 3 from my students (from the Spending & Saving Money pack found here in Spanish).
My higher student chose to go above and beyond by labeling her picture as well. She carried this over from the beginning of the year when we really practiced labeling everything.