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During my microteaching lesson I felt that it went well but there are always things that I could change. My lesson involved my students reading sections of text including dialogue. My students would have to read these passages with proper phrasing, intonation and expression. After reading the entire section correctly my students would highlight the dialogue and we would talk about what it sounds like to read dialogue with proper intonation.

Something that went well is that my students did great reading with proper intonation and expression (because they are college students) but I would likely have different results with the correct age level. My lesson gave plenty of room for discussion, this allowed us to talk about how proper expression and intonation sounds without taking up time that was allotted for another part of the lesson.

If I were to teach the same lesson again I would create longer passages for my students to read with less dialogue. My passages were almost entirely dialogue and this caused my students to highlight almost the entire passage. I would also laminate the passages so they can be reused year after year.

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I felt pretty successful with my micro-teaching. I felt that my instructions were well received and were clear. The students did well with the activity, which was separating pictures into bags based on the beginning sound, "C" and "D".

Something that I want to do differently next time is to add the words underneath the pictures, so that the students are exposed to text while separating the cards.

I also had a very hard time teaching lower grade level content. I'm not quite sure some of the concepts at those grade levels, so it was good for me to have worked with this material.

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During my online microteaching assignment I feel like I did a good job with the overall assignment. I demonstrated then had students try. Then later had students try it first then I went over the syllables to make sure they got it. I did a good job with motions and movement I felt with clapping, holding the number on my finger, and putting my hand under my chin to feel the syllables. I also think my energy was great and I remained positive, supporting and uplifting. For future lessons, I would print the animals to make them more colorful and easier to see, but at the time I couldn't print. Other than that, I thought my lesson went really well and that I could use this in my pre-student teaching classroom and the kids would respond well to it.

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1. I think I did well explaining the activity to the students I was teaching. I also think that I was prepared for the teaching of the activity. I also think the activity I picked was engaging lesson that the students enjoyed. I also think we had a great conversation as a group about how to improve our lessons.

2. If I were to teach the lesson again I would color in the cards and add the words for what they are on the back. I think this would make them easier to use for more grade.

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During the microteaching demonstration, I feel like I did well explaining the lesson and the steps the students needed to take throughout the activity. I also felt like I was well prepared and had questions to ask that expanded on the lesson. Overall, I could tell that this was a great lesson for kids to participate in when learning about syllables. In the future, if I were to teach this lesson again, I would have the students come up with their own words. I would ask them to come up with a word that has 1 syllable, a word that has 2 syllables, a word with 3 syllables, and a word with 4 syllables. This could help them practice determining syllables in other words. All in all, I felt like this lesson had all it needed to be successful, and I truthfully wouldn't change much, or anything, about it.

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During the micro teaching demonstration I did a great job of modeling for my peers and expanding on the lesson for adaptations that could be made. Additionally, I think it was great practice for isolating phonemes that kids could enjoy and have fun with it as us college kids did. The items that I had chosen for the "students" to pull out were all items that they were familiar with which is great for the activity I had chosen. If I were to do this activity again, I think I would have the word of the object put onto each object so they could use their alphabet knowledge as well. Also, next time I would try to find objects with different amounts of syllables as many of them had seemed to be one or two syllable words.

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During the micro teaching demonstration I feel like I did a good job at explaining what we are doing and the materials the students should have in front of them. There were some things that could have been improved, especially if I had more people in a group. I also felt like I did well at saying what each picture was before the bingo game.

One thing I would try differently is the way I did the cards. Because I missed class I had one of my friends help me with this assignment. She lives far away so she was on FaceTime. If I was in class or had a group of students I would have them pick up the cards and say what they were rather than me showing the cards.

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1. During the microteaching demonstration, I think I did a great job encouraging my "students" throughout the activity. I like using positive talk in the classroom and always trying to uplift students, so I tried to incorporate this into my mini-lesson.

2. One thing I might try differently is planning out how I am going to explain something. I think a note card would help me do this. I always think about what I'm going to say before my lesson, but I always seem to forget exactly what I am going to say.

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During my microteaching demonstration, I played Diagraph Bingo with my group. What I feel went well was that it was engaging and fun for everyone to play. What is good about this activity is that it's a game that students can play independently, while an educator can walk around and facilitate student play. I feel as though I am confident with diagraphs and that makes interacting with students easier!

Reflecting on what I can do differently in the future, I think it would be beneficial to review the diagraphs we will be using for the game briefly before playing. I also believe that it would be helpful to use both a collection of recognizable vocabulary words and unfamiliar words so students can practice hearing diagraphs in a variety of words. Lastly, I would encourage students to write the words as they hear them to help them develop thier diagraph sound correspondence and writing skills!

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I did a letter recognition activity for my microteaching demonstration. I thought I was well prepared for this demonstration by creating practice letter cards and cutting out all of the cards needed for the activity. I also attached the cards to a black paper. I thought I did well with putting on my teacher voice and using words and phrases that I would use with young children. As far as explaining the activity, I wish I would have done that a bit differently and explained it after students were finished practicing identifying their letters. If I were doing this activity with young students, their mind may be sightly taken away from what they are suppose to be doing if I explain it too early. I also wish I would have asked questions about the letter cards they flipped over such as, "what sound does that letter make?" or, "is that it's capital or lowercase letter?" I also would have given students the opportunity to color the letters afterwards.

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1.) For this microteaching demonstration, I felt like I executed the activity as it was intended, and I also felt like I was fully prepared in sharing the activity, too, which helped in allowing it to run smoothly.

2.) Reflecting on what I would do differently in teaching the same lesson again, I would definitely be more interactive and pause to engage students in sharing their words they were able to create (from rolling an onset and a rime block). With younger students, I would focus on working through the words created to better differentiate real words and nonsense words by having shared discussions between the students playing to see if they could make sense of the words they created. I also noticed I was not quite sure how to address the concepts. For example, would I share the definitions of "onset" and "rime" or are those not necessarily terms second-grade students need to worry about?

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I felt I knew my lesson plan well and was very well prepared to teach the objectives associated with it. I made sure to choose objects that had different sounds to give children a wider variety of sounds to work on. However, I struggle with teaching college students because I cannot "pretend" they are children. I have difficulty separating who they are in real life enough to treat them like children. Whereas with children, I do not have the same struggle. So I guess I am just awkward while teaching adults. I also feel I could have done more preparation, possibly watching someone else teach the initial sounds, or even researching how to teach them.

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I did a rhyming activity from FCRR. My group had to play a matching game with pictures that rhymed. I thought I explained my activity pretty well. There weren't many materials or rules, so it was easy to follow along. I also thought I did a good job connecting it to rhyming words. If they had a question, I was able to answer it. Something I might do differently is put some sort of label on the card. There were also more cards that had initial letter rhyming words. I would probably take those out and replace them with regular ones that students often see. I think I could even have them do it by themselves or make a game out of it because it worked well that way.

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I did a vowel spinning game, where students spun the wheel, landed on a vowel, said the letter and its sound, and then pick a picture card that matched the vowel sound. I think I did well in explaining the expectations and steps for students to do the activity. I modeled what to do and observed students. When using this lesson in the real classroom I would have had used relevant picture cards and have students cut out their own picture cards. I could adapt the lesson to use relevant vocabulary words. I would have also have students do the activity in pairs rather than individually. It would have made the lesson more fun for students.

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During this microteaching, I feel that I did a good job explaining what the "studnets" were supposed to do. I also think I did a good job giving positive reinforcement to them when they got it right and redirecting them when they got something wrong. One thing that I think I could improve on is explaining words that they might not know. I had to explain phoneme segmenting, but my group member had to remind me that 3rd graders might not know what a phoneme really means, or they might need a reminder. Overall, I think that this was a good lesson, and that the next one will be even better.

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When teaching my lesson, I think I did a good job structuring the lesson. I explained the instructions, set materials out in increments to keep "students" from messing with materials that were or the next parts of the lesson. Throughout the microteaching experience, my group did a good job of exemplifying young students and making decisions that replicate the classroom. This helped me manage actions and outburst well. Something I wish I would've done differently is doing this in more of a group setting. I had them do it individually and then compare answers, but it might be better to have students work in groups to help teach each other learn. This would lead into the discussions I held, but create more engagement.

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During the micro teaching, I feel like I explained the lesson well and connected it back to the topic (syllables). After the students were done playing the matching game, we came together and went over each of the words and their syllables. This helped to solidify the information instead of just playing the game. One thing I think I would do differently is I would make the words more relevant to the student such a vocab words or words centered around a topic that we are discussing in class.

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I thought I did a good job guiding the students through the lesson. I explained what they were to do first and did the first one by myself at first. I then did a few together, and then allowed them to practice the skill on their own. I think I could have done a better job explaining what exactly we were doing and why we were practicing the skills. I think doing so would help them know the importance of the lesson and knowing how to do the skill properly.

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During the microteaching lesson, I do feel like I explained the lesson well. I feel as if allowing opportunity for each child to express what they know when matching words together allows for a deeper understanding of the individual words. I feel as if applying the lesson to something the children may be working on already will help deepen their understanding. I also think there should have been a different way I should have approached teaching the lesson up front to my peers. Also, using words, children are already working with will help deepen their recognition of the "vocabulary" words.