Undergraduate education students can often discuss the language experience approach intelligently, listing advantages and disadvantages with ease, but express bewilderment when it comes time in a reading practicum class to actually use the approach with a child. A teaching guide can serve as an aid to those students who have previously studied the approach. In a practicum setting where limited time and space are available, the story dictation and story writing portion of a total language experience program receives emphasis. Since the approach differs somewhat depending on whether the child is at readiness level, is a beginning reader, or is reading at second or third grade level, method sheets can be used for each category. In kindergarten or first grade, the language experience approach can be used alone or along with a basal readiness program. Once the teacher has made a decision on grouping the students, he or she may choose from one of three alternative instructional methods. Language experience procedures for the beginning reader include story writing and story dictation activities in a variety of settings using a variety of stimuli. The child who is already reading can follow the same basic procedures outlined for the beginning reader but does not need as much direct instruction. Emphasis should be on comprehension, vocabulary building, on expanding writing skills, and on editing the completed story in preparation for publication. (RS)