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How to Write an Invitation - Display Poster
1 2 3 4 Pre & Primary Essentials Resources Classroom Displays English Creating Texts 1 Page

How to Write an Invitation - Display Poster

The How to Write an Invitation Display Poster breaks down the steps of writing a clear and friendly invitation, using a fun example and simple language.

The poster covers five steps:
   1. Greeting
   2. What the invitation is for
   3. When and where
   4. Extra details
   5. Sign off

Perfect for classroom displays, writing centres, or mini-lessons, this poster helps students understand structure, tone, and essential information needed in an invitation.

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Learning goals

  • We are learning to create, re-read and edit short written and multimodal texts to report on a topic, express an opinion or recount an event using capital letters, punctuation and correct spelling.
  • We are learning to create short imaginative, informative and persuasive multimodal texts using text structures, language and grammatical features appropriate to the audience and purpose.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features and incorporating research from a range of sources.
  • We are learning to create texts for a purpose that show our understanding of the connection between writing, speech and images.
  • We are learning to edit our texts and make changes to improve meaning, spelling and punctuation.
  • We are learning to use software, e.g. MS Word to construct texts and add images.
  • We are learning to create short imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • We are learning to re-read and edit text for spelling, sentence punctuation and text structure.
  • We are learning to use software, e.g. MS Word or PowerPoint to construct texts which include visual and audio elements.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • We are learning to re-read and edit texts for appropriate meaning, structure, grammatical choices and punctuation.
  • We are learning to use software, e.g. MS Word or PowerPoint to plan, sequence, compose and edit multimodal texts featuring visual, print and audio elements.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features, and incorporate research from a range of sources.
  • We are learning to re-read and revise written texts and to edit texts for clarity, structure, grammatical and spelling accuracy.

Curriculum alignment

AC9E2LY06 9 Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words AC9E3LY06 9 Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words AC9E4LY06 9 Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation AC9E1LY06 9 Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words ACELY1672 8.4 Re-read and edit text for spelling, sentence-boundary punctuation and text structure ACELY1685 8.4 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements ACELY1683 8.4 Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation ACELY1682 8.4 Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose ACELY1661 8.4 Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams ACELY1662 8.4 Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation ACELY1697 8.4 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements ACELY1664 8.4 Construct texts that incorporate supporting images using software including word processing programs ACELY1671 8.4 Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose ACELY1694 8.4 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features ACELY1674 8.4 Construct texts featuring print, visual and audio elements using software, including word processing programs ACELY1695 8.4 Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure
EN2-3A old Uses effective handwriting and publishes texts using digital technologies EN2-2A old Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language EN1-3A old Composes texts using letters of consistent size and slope and uses digital technologies EN1-2A old Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting EN2-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words EN2-CWT-01 new Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-02 new Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-03 new Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts EN2-HANDW-02 new Uses digital technologies to create texts EN1-UARL-01 new Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose EN1-HANDW-01 new Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts EN1-CWT-01 new Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure EN1-PHOKW-01 new Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts EN1-SPELL-01 new Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts EN1-VOCAB-01 new Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
VCELY300 Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure VCELY269 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements VCELY299 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features VCELY302 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements VCELY267 Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation VCELY266 Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose VCELY233 Construct texts featuring print, visual and audio elements using software, including word processing programs VCELY231 Reread and edit text for spelling, sentence-boundary punctuation and text structure VCELY230 Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose VCELY197 Construct texts that incorporate supporting images using software including word processing programs VCELY195 Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation VCELY194 Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

Differentiation

Modifications

•    Provide a blank template or mini version for student use.
•    Pair with sentence starters or word banks for supported learners.
•    Use in conjunction with a shared writing activity or modelled example.

Extensions

•    Have students write their own invitations to fictional events or class parties.
•    Create a classroom mailbox where students send and respond to invitations.
•    Display student-written invitations beside the poster during a writing unit.

Teach it your way

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