Abstract
During semester-long courses in inclusive methods and beginning reading instruction, pre-service teacher candidates participate in weekly tutoring sessions with elementary students in grades K-5. We outline principles identified for effective service-learning and describe how to embed them to integrate community service. We discuss service-learning with academic skills and content in mind, as well as reflection related to the experience, while ensuring the service-learning partnership includes the voice of the community partner. Lastly, a phase-by-phase guide for teacher educators is presented that we used in our small teacher preparation program through literacy instruction.
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