Updated: 14 Oct 2016
A poster about invitations, including an annotated example.
Non-Editable: PDF
Pages: 1 Page
Grades: 3 - 6
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Develop drafts into a focused, structured, and coherent piece of writing by:
Develop drafts into a focused, structured, and coherent piece of writing by:
Develop drafts into a focused, structured, and coherent piece of writing by:
A poster about invitations, including an annotated example.
Use this teaching resource to remind your students about the structure and language features to use when writing invitations.
The black and white version can be printed at a smaller size for students to include in their notebooks.
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Develop drafts into a focused, structured, and coherent piece of writing by:
Develop drafts into a focused, structured, and coherent piece of writing by:
Develop drafts into a focused, structured, and coherent piece of writing by:
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