Writing Invitations

Overview

In this engaging and hands-on lesson, Year 1 students will learn how to write simple invitations to invite their parents to the Teddy Bear Picnic. This lesson is designed to consolidate learning about sentence structure, vocabulary, and neat handwriting while introducing the concept of writing for a specific purpose and audience, in line with the National Curriculum for England (Year 1 English: Writing).

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National Curriculum Links

English - Writing

• Year 1 Programme of Study:
  • Write sentences by:
    • Saying out loud what they are going to write about
    • Composing a sentence orally before writing it
    • Sequencing sentences to form short narratives
  • Separation of words with spaces
  • Joining words and joining clauses using "and"
  • Beginning to punctuate sentences using a capital letter and full stop
  • Use of vocabulary from reading and experience to support writing

English - Spoken Language

• Participate in discussions, role play, and listen carefully to others

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Learning Objectives (WALT)

• WALT write simple sentences to create an invitation
• WALT use capital letters and full stops correctly
• WALT write clear and neat words with finger spaces
• WALT choose vocabulary suitable for invitations
• WALT understand the purpose and structure of invitations

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Success Criteria

I can:

• Say my sentence before writing it
• Use a capital letter at the start and a full stop at the end
• Write sentences that invite my family to the Teddy Bear Picnic
• Leave spaces between words so that my writing is easy to read
• Use words like “please,” “join,” and “picnic” in my invitation

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Resources Needed

• Sample invitation template (dyslexia-friendly font, e.g., Open Dyslexic)
• Large chart paper and marker pens
• Picture cards with invitation-related vocabulary (e.g., picnic, teddy bear, please, fun)
• Plain paper and coloured pencils/crayons
• Word mats containing useful keywords and sentence starters
• Felt-tipped pens for decoration
• Toy teddy bears for inspiration and role play

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Lesson Structure (45 minutes)

1. Introduction and Recap (10 minutes)

• Gather children in a circle with teddy bears.
• Recap previous lessons on what the teddy bear picnic is (linked to the unit).
• Use questioning to elicit ideas about invitations: “What is an invitation? Who do we send one to? What do we say in an invitation?”
• Show a simple example of an invitation written in large print with dyslexia-friendly font. Read it together.
• Highlight parts of the invitation (greeting, invitation to the event, date/time, closing).
• Link to prior learning: recall words and phrases learnt related to the picnic, e.g., teddy bear, picnic, fun, play.

2. Vocabulary and Sentence Construction Activity (10 minutes)

• Introduce picture vocabulary cards.
• In pairs, children pick 3 cards and say aloud a simple invitation sentence using those words.
• Teacher models writing a sentence on the board from the vocabulary cards, e.g., “Please come to the teddy bear picnic.”
• Introduce joining words like “and” and polite words such as “please.”

3. Guided Writing (15 minutes)

• Each child receives a plain paper formatted as an invitation with spaces for “To,” “You are invited to,” “When,” and “From.”
• Using success criteria and word mats, children write their invitations to their parents, encoding their sentences orally first.
• Teacher circulates to provide individual support, encouraging use of capital letters, full stops, and finger spaces.
• Use scaffolding for diverse learners (see differentiation below).

4. Sharing and Role Play (5 minutes)

• Children partner up and read their invitations aloud.
• Role play inviting each other using teddy bears, reinforcing spoken language skills.

5. Plenary and Reflection (5 minutes)

• Recap WALT and success criteria.
• Ask: “What did you find easy or tricky?”
• Praise use of vocabulary and sentence construction.

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Differentiation

Group	Strategies
Lower ability learners	Sentence starters provided on word mats, use picture prompts, extra adult support, allow oral scribing if necessary.
ESOL learners	Visual aids and vocabulary cards, peer support, modelling correct sentence structure repeatedly, use of gestures.
Advanced learners	Extension tasks including writing longer invitations with more detail (e.g., adding why the picnic is fun), or creating a second invitation for a friend.
Dyslexic learners	Provide invitation examples and word mats in Open Dyslexic font, use coloured paper if requested, allow oral responses.

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Extension Activities

• Encourage advanced writers to add a drawing illustrating their invitation’s main event.
• Create a class book of invitations to display in the classroom or send home digitally.
• Encourage children to write a short sentence about what they will bring to the picnic.
• Challenge children to write an invitation incorporating an exclamation mark or a question, e.g., “Will you come to the picnic?” or “Come join the fun!”

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Assessment

• Formative: Observe children during sentence construction and guided writing, noting use of capital letters, full stops, finger spaces, and vocabulary.
• Use a simple checklist aligned to success criteria.
• Reading aloud invitations provides evidence of oral language skills.

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Teacher Reflection Notes

• Did the children understand the purpose of an invitation?
• Was vocabulary correctly used and embedded?
• Did differentiated support meet individual needs?
• Were children engaged with hands-on activities and role play?
• Note adaptations for future lessons in this unit.

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This detailed, multi-sensory lesson is designed to combine English writing and speaking skills confidently while keeping Year 1 children active, supported, and excited to learn!