PA 3: Developmentally Appropriate Practice Lesson Plan
Complete Guide with Step-by-Step Instructions & Full Example
Due: Monday, June 15, 2026 at 11:59 PM CT | 15% of Grade | 8-10 Pages
What is PA 3?
Performance Assessment 3 requires you to create ONE complete lesson plan for teaching language, literacy, phonological awareness, or reading to an EC-6 grade level.
What Makes This Different?
- Must include DEVELOPMENTAL JUSTIFICATION (why this is appropriate for the age)
- Must show understanding of HOW children learn at this stage
- Must reference course concepts and theories
- Must be standards-aligned
6 Steps to Complete PA 3STEP 1: UNDERSTAND THE ASSIGNMENT
Review what makes a DAP lesson plan different from a regular lesson. Read the module content on how children learn language and literacy at different ages.
STEP 2: CHOOSE YOUR TOPIC & GRADE LEVEL
Pick ONE focus area:
- Phonological awareness (rhyming, syllables, phoneme isolation)
- Guided reading (teaching children to read with teacher support)
- Language development (vocabulary, conversation, storytelling)
- Writing (letter formation, sentence writing)
Pick ONE grade level: EC/Pre-K • Kindergarten • Grade 1 • Grade 2 • Grade 3 • Grades 4-6
Example: “Phonological Awareness – Rhyming for Kindergarten”
STEP 3: GATHER MATERIALS & RESOURCES
- Santrock Chapters 9-10
- Week 4 module Pages 2-3
- TExES standards (texesalertz.com)
- NAEYC standards (naeyc.org)
- Children’s literature to reference
STEP 4: WRITE EACH SECTION
Follow the 7-section structure (detailed below). Write each section carefully with references to course content.
STEP 5: PROOFREAD
Check formatting, spelling, grammar, and completeness. Verify you have all 7 sections and 8-10 pages.
STEP 6: SUBMITThe 7 Sections ExplainedSECTION 1: GRADE LEVEL & CONTENT (1 page)
Write:
- What grade level you chose and why
- The specific skill or topic you’re teaching
- Why this skill is important (2-3 sentences)
Example:
“This lesson is designed for Kindergarten students (ages 5-6). The specific focus is phoneme blending, where children learn to blend individual sounds together to make words. Phoneme blending is critical because it’s the bridge between phonological awareness and phonics, allowing children to decode their first words.”SECTION 2: LEARNING OBJECTIVES (1/2 page)
Write 2-3 SMART goals: Specific, Measurable, Achievable, Relevant, Time-bound
Format: “Students will be able to…”
Examples:
“Students will be able to identify rhyming word pairs from a list of 10 words with 100% accuracy.”
“Students will be able to blend three individual phonemes (/c/ /a/ /t/) into the word ‘cat’ with 80% accuracy.”
Also include: Which standards you’re addressing (TExES, NAEYC, state standards)
SECTION 3: DEVELOPMENTAL JUSTIFICATION (1 page) — MOST IMPORTANT!
This is the heart of your assignment! Explain WHY this lesson is developmentally appropriate.
Write:
- What are typical language/literacy skills at this age? (Reference Santrock or module)
- Where are children in the reading progression?
- What theories support this lesson? (Vygotsky? Piaget? etc.)
- Why NOW and not earlier or later?
Example:
“Kindergarteners are typically in the beginning reading stage, developing phonemic awareness and letter-sound relationships (Santrock, Chapter 9). According to the National Reading Panel, phonemic awareness is prerequisite to phonics instruction. By age 5-6, children’s brains are developmentally ready to manipulate sounds. Vygotsky’s scaffolding approach supports teaching this skill with teacher guidance and gradually releasing responsibility to the child.”SECTION 4: MATERIALS & PREPARATION (1/2 page)
List everything you need and how you’ll prepare:
- Picture cards, books, manipulatives, technology, etc.
- How will you organize materials?
- How will you arrange the classroom?
- What do you need to prepare ahead of time?
- What’s your small group size?
SECTION 5: LESSON PROCEDURES (3 pages) — DETAILED STEP-BY-STEP
Break your lesson into 5 parts with specific timing:
PartTimeWhat You DoIntroduction/Hook5 minGrab attention; activate prior knowledgeDirect Instruction10 minModel the skill explicitly; think aloudGuided Practice10 minChildren practice WITH your supportIndependent Practice10 minChildren practice alone or in pairsClosure5 minReview; connect to future learning
TOTAL: ~40-45 minutes
SECTION 6: DIFFERENTIATION (1 page)
How will you adjust for different learners?
- FOR ADVANCED: What extension activity challenges them?
- FOR STRUGGLING: What scaffolds or modifications help?
- FOR ELL: How will you support them?
SECTION 7: ASSESSMENT (1/2 page)
How will you know if students learned?
- What assessment method? (Observation, work samples, questioning?)
- What evidence will you look for?
- How will you record observations?
Complete Example: Rhyming for Kindergarten (this is not a complete example)GRADE LEVEL & CONTENT
This lesson is designed for Kindergarten students (ages 5-6). The specific focus is rhyming, the ability to recognize words that have the same ending sounds. Rhyming is the foundational level of phonological awareness and is critical because it’s typically the first phonological awareness skill children develop. Explicit rhyming instruction in kindergarten prepares children for understanding more complex phonological awareness skills and eventually phonics and reading.
LEARNING OBJECTIVES
- Identify rhyming word pairs from a list of 8 spoken words with 80% accuracy.
- Generate a rhyming word when given a starting word with 70% accuracy.
- Demonstrate understanding of rhyme by clapping when hearing two rhyming words read aloud with 90% accuracy.
DEVELOPMENTAL JUSTIFICATION
Kindergarten students (ages 5-6) are in the emergent/beginning reader stage. Rhyming is the EASIEST level of phonological awareness, typically emerging naturally around ages 3-4, with continued development in kindergarten.
From a Vygotskian perspective, kindergarteners benefit from teacher scaffolding combined with peer modeling and guided practice. Rhyming is concrete and playful, matching kindergarteners’ cognitive ability (Piaget’s preoperational stage).
This lesson is appropriate NOW because:
- Kindergarteners have sufficient oral language to understand rhyme
- They are beginning to focus on word sounds
- Rhyming is the entry point to phonological awareness
- Explicit rhyming instruction supports phoneme awareness later in K and 1st grade
MATERIALS & PREPARATION
Materials: Picture cards with rhyming pairs (cat/bat, dog/log, sun/run), laminated for durability; chart paper with rhyming pairs; children’s book like “Hats, Hats, Hats”; whiteboard and markers.
Preparation: Print and laminate picture cards; prepare chart paper; arrange students in semicircle on carpet; keep group to 5-6 students maximum.
LESSON PROCEDURESINTRODUCTION (5 minutes)
“Good morning! Today we’re going to learn about rhyming—when words sound the same at the end. Listen: CAT and HAT. Both end with /at/. When words sound the same like this, they RHYME! Today you’re rhyme detectives!”
DIRECT INSTRUCTION (10 minutes)
Hold up picture card of CAT. Say: “This is CAT. It ends with /at/. Now listen: BAT.” Hold up picture of BAT. “Does BAT end with /at/? Yes! CAT and BAT rhyme!”
Repeat with 2-3 more pairs using the SAME procedure each time. Write pairs on the board for visual support.
GUIDED PRACTICE (10 minutes)
Show FISH and DISH pictures. Say slowly: “FISH… DISH.” Prompt: “Do these rhyme?” Wait for responses. Confirm: “Both end with /ish/. FISH and DISH rhyme!”
Repeat with 2-3 pairs, gradually releasing responsibility and celebrating attempts.
INDEPENDENT PRACTICE (10 minutes)
Show pairs of cards and ask students individually: “Do these rhyme?” Listen to responses and provide specific feedback. Take quick observation notes on which students can identify rhymes with support and which can do it independently.
CLOSURE (5 minutes)
Review: “Rhyming is when words end with the same sound. Today you found rhyming words!” Read aloud a rhyming book and pause for students to clap when they hear rhymes. Preview: “Tomorrow we’ll sing a rhyming song and play a rhyming game!”
DIFFERENTIATION
Advanced: Ask students to generate their own rhymes or make rhyming patterns.
Struggling: Use only 2 words; provide obvious rhymes; ask yes/no questions with picture support.
ELL: Use clear picture cards; pre-teach vocabulary; speak slowly; allow pointing instead of verbal response; pair with bilingual buddy if available.
ASSESSMENT
During independent practice, use an observation checklist. Note which students identify rhymes with support, independently, and which are still developing. After lesson, review notes to identify: (1) Students who mastered rhyming, (2) Students showing emerging understanding, (3) Students needing different approach.
