| Summary: | This study investigates a supplemental field experience taking place on a university campus in the summer of 2021. The program includes linguistically, culturally, and socioeconomically marginalized children performing below grade level in reading. Pre-service teachers (PSTs) work with the children for 4 weeks, focusing on science-based literacy instruction. The initial findings of this case study were that lesson planning, teacher dispositions, and willingness to accept feedback are critical for PSTs. Additionally, a major concern in the findings is the increased evidence of mental health concerns for the children and PSTs. The findings indicate a need for focused training on social–emotional learning with special care relating to stressors caused by COVID-19. There must also be additional training for PSTs on explicit and detailed lesson plans, adjusting their dispositions, and science-based literacy instruction taught in literacy blocks.
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