During the admissions process, you should have registered with the Family Care Safety Registry. This is required before you participate in any practicum with any school or agency. If this has not been done yet, please contact Jane Bethel, Administrative Assistant for the Department of Education at jbethel@centralmethodist.edu. ONLY contact Jane Bethel with questions about the Family Care Safety Registry.  You must contact the instructor of this course if you have any other questions, including questions about your practicum placement.  Contact information for your instructor is located on the Faculty Information portion of this course.

For early childhood classrooms, a TB test is required. This should have been done with your admission to the early childhood education program.  If this has not been done yet, please contact Jane Bethel, Administrative Assistant for the Department of Education at jbethel@centralmethodist.edu. ONLY contact Jane Bethel with questions about the TB Testing.  You must contact the instructor of this course if you have any other questions, including questions about your practicum placement.  Contact information for your instructor is located on the Faculty Information portion of this course.

Students must contact an elementary public school for permission to complete 18 practicum hours in an elementary reading/writing classroom.  Please see Practicum handouts in Resources and Materials and the syllabus for specific information before making contact with a public school district.

No textbooks are required for the practicum

1 hour. This practicum (18 clock hours) provides opportunities for pre-service teachers to practice reading strategies with elementary students. Prerequisite: ED315 and concurrent enrollment in ED318.

Upon successful completion of the course, each participant should be able to:

1. Describe the cueing systems of language (semantic, syntactic, graphophonemic and pragmatic) and recognize their integrated use by beginning/developing readers
2. Use formal and informal assessments to understand the needs of beginning/developing readers
3. Design lessons/experiences, based on continuous assessment, that focus on reading strategies that address semantic, syntactic, graphophonemic and pragmatic cueing systems
4. Design lessons/experiences that strengthen comprehension through the skill of analyzing text as a reader
5. Make connections between classroom literacy assessments and activities and the Common Core Competencies for English Language Arts.