Lesson Plan:

I Like to Spell LIKE!

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July 9, 2015
by Sharon Schellenberg

Learning Objectives

Students will be able to read and write the word like after finishing this lesson.


Introduction (5 minutes)

  • Invite your students to think about something that they like in the classroom.
  • Give an example of something you like to kickstart their participation. For example, say: I like books or I like markers.
  • Ask your students to name two or three things that they like to their neighbor. Encourage them to use full sentences.
  • Have them think about a word that they used in every one of those sentences (like).
  • Tell your students that they will be focusing on the word like today. Remind them that common words that they should memorize by sight, or sight words, such as like, can help their reading fluency.

Explicit Instruction/Teacher Modeling (10 minutes)

  • Place the chart paper where everyone can see it. Write the word like on it.
  • Ask your students to say the word very slowly, one sound at a time.
  • Model the first sound. Make the /L/ sound with your students. Invite your students to name the letter that makes that sound. Write the letter L on the chart paper.
  • Continue this with the letters I and K.
  • Tell your students that there is one more letter needed. Explain that a silent E is needed at the end of the word to make the vowel (i) say its name. Write the letter E.
  • Teach the chant by pointing at the letters: L - I - K - E spells a word I like to see. LIKE! LIKE! I like to spell like!
  • Repeat this chant with your students three times.
  • Invite your students to clap or pat their knees as they recite the chant. This way, they can remember that there are four letters in the word.
  • Have your students recite the chant with you until they can do it on their own.

Guided Practice/Interactive Modeling (5 minutes)

  • Explain to your students that they will practice recognizing the word like in a short poem.
  • Show a large copy of the I Like poem. Tell your students to look at the poem without talking.
  • Read the poem to the class as you track the words with your pointer. Tell your students to raise their hands every time the poem comes to the word like.
  • When you are done reading the poem, instruct your students to hold up fingers to show the number of times they saw the word like.
  • Invite volunteers to come up and highlight, circle, or underline the word like in the poem.

Independent Working Time (10 minutes)

  • Tell your students that they will be writing the word like on their own.
  • Pass out the I Like worksheet to every student.
  • Instruct your students to write their names and then fill in the word like in the spaces provided.
  • At the bottom of the page, ask them to write something that they like in the blank. Then, have them illustrate their sentences in the space provided. Encourage your students to “sound-spell” the word they filled in. Tell them to raise their hands as they finish.



  • Enrichment: Encourage students who need more of a challenge to compose their own poem about what they like. Have them trade with a friend to read each other’s sentences.
  • Support: Spend extra time identifying the letters and sounds in the word like with students who are struggling. Help them form the letters in writing by breaking the letters down into their individual lines and curves.

Related Books and/or Media


Assessment (5 minutes)

  • During independent working time, walk around the class, and check your students' work. Before turning them in, have your students read their sentences to you.

Review and Closing (5 minutes)

  • Invite the class to air write the word like and recite the chant again with you.
  • Ask your students for feedback with the following prompts: What did you like about this lesson? What do you think would make this lesson more fun? What else could we do to better learn this word?
  • Ask a few students to use the word like in a sentence.

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