teaching resource

Thank You Letter Template Pack

  • Updated

    Updated:  20 Feb 2025

Encourage students to express gratitude with this thank you letter template pack featuring five ready-to-use letter and greeting card designs.

  • Editable

    Editable:  Google Slides

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  1 Page

  • Curriculum
  • Years

    Years:  1 - 3

  • Differentiated

    Differentiated:  Yes

Curriculum

  • VC2E1LY13

    Create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion <ul> <li>applying emerging knowledge of text structure and grammar when creating text</li> <li>using learning area vocabulary when creating text</li> <li>creating digital images and composing a story or information sequence on-screen using images and captions</li> </ul>

  • VC2E1LY14

    Re-read their own texts and discuss possible changes to improve meaning, spelling and punctuation <ul> <li>adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun</li> <li>beginning to use dictionaries and resources to check and correct spelling</li> <li>identifying words that might not be spelt correctly</li> </ul>

  • VC2E2LY11

    Create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate <ul> <li>creating texts so that readers and/or audiences follow the sequence of ideas or events, using vocabulary (including topic-specific vocabulary) appropriate for the purpose</li> <li>using digital tools to create texts</li> <li>using simple and compound sentences correctly and flexibly to express and combine ideas</li> </ul>

  • VC2E2LY12

    Re-read and edit texts for spelling, sentence boundary punctuation and text structure <ul> <li>reviewing and developing sentences; for example, adding prepositional phrases such as ‘with a long tail’ to improve descriptions</li> <li>editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one</li> <li>reviewing sentences for grammatical accuracy, for example use of pronouns</li> </ul>

  • VC2E3LY11

    Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate <ul> <li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li> <li>researching a topic to prepare an oral or multimodal presentation</li> <li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li> <li>explaining ideas to a peer when planning a presentation</li> <li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li> <li>using appropriate simple and compound sentences to express and combine ideas</li> <li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li> <li>using digital tools to plan, sequence, compose and edit texts</li> </ul>

  • VC2E3LY12

    Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation <ul> <li>using print and online dictionaries and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function, for example ‘there’ or ‘their’ and ‘rain’ or ‘reign’</li> <li>checking for correct use of apostrophes for contractions and to indicate possession</li> </ul>

  • Thank You Letter Template Pack teaching resource
teaching resource

Thank You Letter Template Pack

  • Updated

    Updated:  20 Feb 2025

Encourage students to express gratitude with this thank you letter template pack featuring five ready-to-use letter and greeting card designs.

  • Editable

    Editable:  Google Slides

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  1 Page

  • Curriculum
  • Years

    Years:  1 - 3

  • Differentiated

    Differentiated:  Yes

Encourage students to express gratitude with this thank you letter template pack featuring five ready-to-use letter and greeting card designs.

Show Appreciation with These Thank You Letter Templates

One of the simplest ways to show gratitude and appreciation for people and their actions is to use two simple words: Thank you!

This thank you letter template pack is a meaningful way for students to show gratitude while also developing their writing skills. Five different thank you messages are included, and each set includes a printable letter template and a greeting card template that students can personalise. 

The messages of gratitude continued in this thank you letter template pack are:

  • Thank you for teaching us.
  • Thank you for working hard for us.
  • Thank you for putting others first.
  • Thank you for looking after us.
  • Thank you for being brave.

Encourage your students to colour in the greeting card template and add a message of thanks. More confident students may like to use the letter template to write a detailed message of thanks and appreciation.

This resource downloads as a quick-print PDF or an editable Google Slides file. The Google Slides file is very handy should you wish to make a few personal tweaks to the thank you messages contained in the pack.

Thank You Letters for Expressing Gratitude

Writing a thank you letter to express gratitude is a great way to blend literacy with social-emotional learning. Here’s how you could use a letter of appreciation template to help your students say thank you:

  1. Community Appreciation – Encourage students to write thank you letters to local essential workers, such as firefighters, nurses, police officers or teachers. This could be part of a larger community outreach project where students learn about different roles in the community and the importance of showing gratitude.
  2. Personal Appreciation – Use the thank you letters as a social-emotional learning activity by having students reflect on people who have made a positive impact in their own lives. They can write to a parent, guardian, sibling or friend, fostering a sense of gratitude and appreciation.
  3. End-of-Year Thanks – Students can create thank you letters and greeting cards for school staff, such as office administrators, cleaners or parent volunteers, to show appreciation for their hard work throughout the year. These make thoughtful gifts for the last day of school.

Download and Print Your Thank You Letters Today

Accessing these thank you letters is quick and easy. Simply download the resource, print as many copies as needed, and then let your students get creative! 

More Letter Writing Resources at Your Fingertips

Click below to access more teacher-created resources to support your students with the skill of letter writing.

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Curriculum

  • VC2E1LY13

    Create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion <ul> <li>applying emerging knowledge of text structure and grammar when creating text</li> <li>using learning area vocabulary when creating text</li> <li>creating digital images and composing a story or information sequence on-screen using images and captions</li> </ul>

  • VC2E1LY14

    Re-read their own texts and discuss possible changes to improve meaning, spelling and punctuation <ul> <li>adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun</li> <li>beginning to use dictionaries and resources to check and correct spelling</li> <li>identifying words that might not be spelt correctly</li> </ul>

  • VC2E2LY11

    Create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate <ul> <li>creating texts so that readers and/or audiences follow the sequence of ideas or events, using vocabulary (including topic-specific vocabulary) appropriate for the purpose</li> <li>using digital tools to create texts</li> <li>using simple and compound sentences correctly and flexibly to express and combine ideas</li> </ul>

  • VC2E2LY12

    Re-read and edit texts for spelling, sentence boundary punctuation and text structure <ul> <li>reviewing and developing sentences; for example, adding prepositional phrases such as ‘with a long tail’ to improve descriptions</li> <li>editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one</li> <li>reviewing sentences for grammatical accuracy, for example use of pronouns</li> </ul>

  • VC2E3LY11

    Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate <ul> <li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li> <li>researching a topic to prepare an oral or multimodal presentation</li> <li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li> <li>explaining ideas to a peer when planning a presentation</li> <li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li> <li>using appropriate simple and compound sentences to express and combine ideas</li> <li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li> <li>using digital tools to plan, sequence, compose and edit texts</li> </ul>

  • VC2E3LY12

    Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation <ul> <li>using print and online dictionaries and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function, for example ‘there’ or ‘their’ and ‘rain’ or ‘reign’</li> <li>checking for correct use of apostrophes for contractions and to indicate possession</li> </ul>

Teach Starter Publishing

Teach Starter Publishing

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