Writing Support for Dysgraphia

Create a Year 7 English lesson titled “Writing Support for Dysgraphia”. Focus on producing a short descriptive paragraph (approximately 150–200 words) about a memorable place or setting. Include: WALT (We Are Learning To), clear student-friendly success criteria, learning intention and outcomes, prior learning, required resources, an accessible teacher model shown in small chunks with think-alouds, explicit instruction in planning and sentence construction, scaffolded guided writing practice, independent writing choices that reduce handwriting pressure (typing, speech-to-text, scribe, sentence tiles/word bank, oral rehearsal, or drawing then dictating), formative assessment checkpoints, peer/self-review that does not penalise handwriting or spelling unless explicitly assessed, differentiation for dysgraphic and dyslexic learners, support for EAL learners, extension for advanced learners, dyslexia-friendly reading options, and a low-pressure exit ticket. Use inclusive, strengths-based language. Include approximate timings for a 60-minute lesson, teacher prompts, anticipated misconceptions, and next steps. Align broadly to Cambridge Lower Secondary English writing development; note that the Cambridge curriculum database did not return a directly matching descriptor, so avoid inventing codes.

Overview

A 60-minute Year 7 English lesson for 25 students developing a 150–200-word descriptive paragraph about a memorable place or setting. The lesson follows Cambridge Lower Secondary English writing development through planning, purposeful vocabulary, sentence construction, drafting, revising and communicating ideas clearly. Handwriting and spelling are not assessed unless explicitly selected by the student and teacher.

Prior learning: students have identified sensory details, expanded noun phrases and basic paragraph structure. They may use a familiar place such as a beach, marae, playground, library, holiday location or imaginary setting.

Learning intentions

WALT plan and draft a descriptive paragraph about a memorable place.
WALT construct clear sentences using sensory detail and precise vocabulary.
WALT organise ideas into a coherent paragraph with a strong opening and ending.
WALT choose an accessible way to communicate our ideas.

Success criteria

I can describe a place using at least three senses and specific details.
I can write connected sentences with varied openings and accurate punctuation.
I can organise my ideas into a paragraph of approximately 150–200 words.
I can review my ideas and clarity without judging handwriting, spelling or typing speed.

Curriculum links

Planning, drafting, revising and editing imaginative and descriptive writing.
Selecting vocabulary and language features for a clear purpose and audience.
Constructing accurate, varied sentences and using paragraphs appropriately.
Sharing ideas in written, typed or spoken form, using suitable tools and support.

Lesson structure (60 minutes)

0–5 minutes – Welcome, hook and choice Open with the introduction and sensory hook slides. Show a striking image of a familiar-looking place with one unusual detail. Ask: “What might you notice, hear or feel if you were there?” Explain that students may type, use speech-to-text, dictate to a scribe, arrange sentence tiles, orally rehearse, or draw and dictate. Choice is a strength, not a shortcut.
5–12 minutes – Success criteria and accessible model Display the learning intention and criteria in the learning intention and success criteria slides. Read the short model aloud and provide it in a dyslexia-friendly format: clear sans-serif font, generous spacing, left alignment and no unnecessary copying. Model one chunk at a time: “The wind moved through the pōhutukawa branches.” Think aloud: “I have named the place detail and added movement.” Then model: “Salt stung my lips as waves folded over the rocks.” Ask students to identify sight, sound, touch, taste or smell.
12–20 minutes – Explicit planning and sentence construction Demonstrate a quick plan using three boxes: place and overall feeling; sensory details; final impression. Use prompts from the planning and sentence-building slides: “Where are you?”, “What would a visitor notice first?”, “Which detail creates mood?” Build one sentence together. Teach the pattern: precise noun + strong verb + sensory detail. Improve “The beach was nice” to “Silver waves curled around the dark rocks.” Clarify that descriptive writing shows a reader the place rather than simply naming an opinion.
20–32 minutes – Guided writing practice Distribute the accessible place-planning and guided-writing sheet. Students choose a real or imagined place and complete the three-box plan. In pairs, they orally rehearse one sentence each, using the stems “I notice…”, “I can hear…”, “This makes the place feel…”. Co-construct a class sentence, then students draft two or three sentences. Checkpoint: circulate and ask, “What is your strongest detail?” and “Can you replace one general word with a precise word?”
32–48 minutes – Independent composition Students create their 150–200-word paragraph using their chosen mode: handwriting, typing, speech-to-text, scribe, sentence tiles or word bank, oral rehearsal followed by dictation, or drawing first and dictating. Keep the independent-writing choice and prompt slides visible. Confer briefly with students who need support. Remind students that ideas, organisation and description are the focus; do not require copying from the board.
48–56 minutes – Peer and self-review Students read their work aloud to themselves, a partner or a trusted adult. Use the review prompts on the review and improvement section: “Can I picture the place?”, “Is there a sensory detail?”, “Do my sentences connect?”, “What is one sentence I could improve?” Partners give one specific positive comment and one helpful question. They do not mark handwriting or spelling unless the writer has chosen these as a personal goal.
56–60 minutes – Low-pressure exit ticket and next steps Students complete an oral, typed or written response: “One detail I used well was…” and “One support I may use next time is…”. Invite volunteers to share. Collect plans and drafts to identify who needs further support with planning, sentence boundaries, vocabulary or transferring ideas into writing. The next lesson can focus on paragraph cohesion and revising for effect.

Resources

the introduction and sensory hook slides
the accessible place-planning and guided-writing sheet
Devices with keyboard access and speech-to-text, where available
Headphones, optional
Word bank with sensory verbs, precise adjectives and sentence starters
Sentence tiles or movable digital sentence strips
Visual timer
Dyslexia-friendly copies of the model paragraph
Optional scribe or trusted peer/adult support

Assessment

Formative questioning during modelling and planning: sensory detail, precise vocabulary and sentence construction.
Checkpoint during drafting: plan completed, ideas connected and chosen access method working effectively.
Review drafts for descriptive detail, organisation, clarity and purposeful language; assess spelling or handwriting only if explicitly agreed.

Differentiation

Dysgraphic learners: reduce copying, provide planning boxes and word banks, accept typing, speech-to-text, dictation, scribing or oral rehearsal, and allow extra processing time.
Dyslexic learners: use short chunks, read instructions aloud, provide uncluttered high-contrast text, avoid forced reading aloud, and offer audio or teacher-read versions of the model.
EAL learners: use a picture of the setting, bilingual dictionaries where appropriate, sensory vocabulary grouped by sense, sentence stems and rehearsal with a supportive partner.
Students needing additional support: co-plan with an adult, select from sentence tiles and aim for a shorter first draft before extending. Advanced learners can create a deliberate mood shift, vary sentence length, use figurative language carefully and revise word choice for a specific audience.

Teaching Instructions