# data[].attributes.body
My school uses the Being a Reader curriculum that follows a "bottom-up" reading process model. Phonics is the first thing addressed and students rarely have exposure to authentic texts that allow them to make connections to their learning. Amanda Gates

# data[].attributes.body
At my school, I have found that the academic and cognitive domains of literacy have been addressed the most, while the sociacultural and linguistic are rarely addressed in literacy instruction. However, I would say that the two we neglect are the most important in supporting CLD's in literacy instruction. Amanda Gates

# data[].attributes.headline
In my school, particularly among the intermediate grades, the interactive reading process model is implemented most often. Students are encouraged to bring their schema to the classroom and utilize it to help them make sense of text as they read. We start almost every lesson with some kind of "connection" component in which students can relate the content we are about to learn to their own lives somehow. Additionally, when in small groups, there is a focus on "word work" where mini lessons are created based on the needs of each reading group. These decoding or word play activities are created from student assessment data and this guides instruction. -Megan Robey

# data[].attributes.subject
In my school, particularly among the intermediate grades, the interactive reading process model is implemented most often. Students are encouraged to bring their schema to the classroom and utilize it to help them make sense of text as they read. We start almost every lesson with some kind of "connection" component in which students can relate the content we are about to learn to their own lives somehow. Additionally, when in small groups, there is a focus on "word work" where mini lessons are created based on the needs of each reading group. These decoding or word play activities are created from student assessment data and this guides instruction. -Megan Robey

# data[].attributes.headline
In my school,  reading is certainly at the top of the list when it comes to what is being addressed in the classroom. There is increasing pressure and emphasis for students to perform better on reading assessments, F&P testing, and quarterly assessments from the county. Reading data is heavily analyzed, reviewed, and instruction is revised for small groups in reading. Writing is the second biggest focus as this is a major component of our school improvement plan over the last several years. Writing is also the area I feel that I need the most support and resources in when working with my ELLs. I struggle most with my ELLs when working on making sure sentences contain complete thoughts and connect back to the greater claim, thesis, main idea, etc. -Megan Robey

# data[].attributes.subject
In my school,  reading is certainly at the top of the list when it comes to what is being addressed in the classroom. There is increasing pressure and emphasis for students to perform better on reading assessments, F&P testing, and quarterly assessments from the county. Reading data is heavily analyzed, reviewed, and instruction is revised for small groups in reading. Writing is the second biggest focus as this is a major component of our school improvement plan over the last several years. Writing is also the area I feel that I need the most support and resources in when working with my ELLs. I struggle most with my ELLs when working on making sure sentences contain complete thoughts and connect back to the greater claim, thesis, main idea, etc. -Megan Robey

# data[].attributes.body
I would consider myself A. A very good reader, although I never used to perceive myself as such. Like most things in life, the more I practiced it and made it a part of my routine, the more confident I became. I find these days that I'm too busy to read (I have my list for the summer already!). Even with my busy schedule, I still use Audible and even Spotify for listening to books on my commute or while I'm cooking dinner.

# data[].attributes.body
I really appreciated the Literacy Profiles for the different dimensions provided throughout chapter 2. This is a great way to obtain valuable information from CLD students (and all students, really). In this way, I plan on using these in the future with my students.

# data[].attributes.body
I would define interactive literacy as a multifaceted, complex, and biographical. Yes, I do believe that the sociocultural dimension lies at the heart of literacy because the home is where literacy starts. In this way, parents/ grandparents/ family members are a child's first teachers; they know how their child learns best. The stories they tell/read with their child also convey the family's language, culture, beliefs, values, hopes, and dreams. Different culture view/utilize literacy in different ways; one size does not fit all!

# data[].attributes.body
Since I teach high school students, we use the interactive model. Our textbook provides background knowledge along with a vocabulary preview to students. What's also nice is that they build in scaffolds specifically for ELL and CDL students in the form of CLOZE passages, graphic organizers, annotation strategies, etc.

# data[].attributes.body
I would say reading is the most addressed domain of literacy at my school, writing is second. Speaking and listening take a huge back seat (especially speaking) at my school. Many times, teacher talk is at least 60% of a class (if not more) with little opportunities for students to use language in authentic ways.

# data[].attributes.body
Changes entail holding myself accountable for using culturally relevant texts whenever I can. Keeping socio-cultural the heart of my literacy instruction.

# data[].attributes.body
7. I believe I am a very good reader.  I enjoy reading.  Recently I discovered how much I like to listen to books on Audible as I drive my daily commute on the Beltway.  I was on a Kristin Hannah kick for a stretch (The Nightingale,  Four Winds) and then shift to Non-Fiction for some funny memoirs, just to mix it up.

# data[].attributes.body
Herrera describes Interactive Literacy as an approach that utilizes a student's biography.  Specifically, the biographical, research-based, and fundamental aspects of literacy all come together to form the approach.  The student's socio-emotional elements are at the heart of it if the teacher uses that data to inform instruction.  The potential is there.  I would imagine teachers would need ongoing and sustainable training to ensure students' cultures remain the heart of the strategy.

# data[].attributes.body
I teach secondary students. At this level, the Interactive Model is used. Teachers will try to bring out/activate background knowledge before reading a passage. Vocabulary is taught at the beginning and throughout. Schema is important to access these texts, and culturally relevant materials are emphasized for that schematic connection.

# data[].attributes.body
Reading- Reading is the domain that is most addressed.  All subjects are literacy subjects under CCSS, so reading is everywhere from Health, Social Studies, Math, and Chorus.
Speaking- Speaking is the domain that is used the least and thus needs the most attention for students, especially ELLs. Intentional, academically focused situations (whether a turn and talk, a debate, a socratic seminar, etc). We are frequently focusing on academic talk, reducing teacher talk time, and student-to-student discussion. (FFT component 3b)

# data[].attributes.body
My school uses the bottom-up model. The literacy curriculums used in my school begin with letter and sound recognition. It then progresses to blending sounds in preparation to read words. ~Amanda Rampata

# data[].attributes.body
Reading would be the domain that gets addressed the most as a school because of the curriculum. I do feel our ESOL department tries to push speaking through turn-and-talks, think-pair-share, and small group discussions/work. Writing is one area that needs more attention. A large number of students need extra attention on creating sentences with punctuation.

# data[].attributes.body
I definitely incorporate the Interactive Reading Process Model. In the last few years, I have put more emphasis on connecting students to the big idea of a text by having them make connections to those ideas before reading. I always give students a summary of what will happen and introduce some key academic vocabulary that we will use to discuss the text and a couple we will encounter in the text to build recognition. Most importantly, it's modeling the strategies while reading to set them up for success while they read.

# data[].attributes.body
In response to #7, I would consider myself A. A very good reader. I have been an avid reader since I was in elementary school, I have a bachelor's degree in literature, and I teach reading. I know how to read for different purposes. I use context clues to understand ideas and words that are new to me. I read for entertainment and for learning.

# data[].attributes.body
Name: Melissa Walker
Age: 27
Grade level: Graduate level
Native Language: English
Place of Birth: U.S.A.
Country of origin: U.S.A.
1. Language spoken at home: English
2. What language did you first learn to read: English
3. What do you read at home: books in English, Bible,
4. Who do you read to at home: Myself
5. Like to read? Like or dislike about reading: Yes, I like to read. Reading allows me to explore new ideas and places.
6. If you could choose anything to read about, what would it be and why: If I could choose, I would like to read anything that relates to education or spiritual growth. I enjoy reading texts that provide me with a deeper understanding of my work and my spiritual journey.
7. What kind of reader do you think you are: A very good reader, but always eager to learn more

# data[].attributes.body
Overall, speaking is the domain that is the most addressed at my school. In the younger grades/age levels, teachers encourage students to develop their speaking skills. As the age levels increase, the other three domains are included in the literacy curriculum.
When it comes to my ELL students, reading is the domain in which I need the most support/resources. At the Kindergarten level, students are learning the fundamentals of reading. For my ELL students, they are often learning their native/home language in conjunction with learning English. While their native languages have been an asset to their literacy development, there are still skills that need cultivation.

# data[].attributes.headline
Interactive literacy is a design/model that highlights the multi-dimensions of literacy development. It views literacy as a social, cultural, biological, and linguistic process. The sociocultural dimension lies at the heart of interactive literacy due to the strong influence of home life and culture on CLD students. The environment in which a student resides plays a major role in how literacy is used and taught. It shapes the literary experiences of children, even before they enter school. This dimension highlights the fact that students bring a myriad of experiences and skills to the classroom that can help inform their learning.  -Melissa Walker

# data[].attributes.subject
Interactive literacy is a design/model that highlights the multi-dimensions of literacy development. It views literacy as a social, cultural, biological, and linguistic process. The sociocultural dimension lies at the heart of interactive literacy due to the strong influence of home life and culture on CLD students. The environment in which a student resides plays a major role in how literacy is used and taught. It shapes the literary experiences of children, even before they enter school. This dimension highlights the fact that students bring a myriad of experiences and skills to the classroom that can help inform their learning.  -Melissa Walker

# data[].attributes.body
After reading about the different reading processes, I would incorporate more instructional practices related to the students' cultural/family background and experiences. In addition, the inclusion of more texts that are culturally relevant. As a support to teachers, I think it is important to identify resources in the student domans (sociocultural, academic, linguistic, and cognitive) so that teachers are receiving and providing accurate, unbiased information.
Chontell Richardson

# data[].attributes.body
At the middle school level, I think most of our teachers use the Interactive Reading Process Model.  You will often see teachers model/think aloud for students the cognitive process used to engage with and construct meaning from the text.
Chontell Richardson

# data[].attributes.body
Name: Haley Reburn
Grade Level: Graduate student
Native Language: English
Place of birth: Maryland
Country of Origin: United States
What language do you speak most at home? English
What language did you first learn to read? English
What do you read at home? News/online articles, recipes, textbooks for classes, social media, novels
Who do you read with at home? Usually by myself
Do you like to read? What do you like/dislike about reading? I like to read, but I do not usually have a lot of spare time to read for pleasure. I like to learn new things and understand different viewpoints and experiences through reading. I dislike reading textbooks and e-books.
If you could choose anything to read about, what would it be and why?  Recently, I have been enjoying mystery novels because I like twists and surprises!
What kind of reader do you think you are?  I have always considered myself a very good reader- I learned to read very young and have always enjoyed reading.

# data[].attributes.body
After reading, I will plan to better understand my student's backgrounds from a sociocultural lens and use this to better meet their instructional needs. While my school already uses an interactive process model for literacy instruction, which is beneficial for ELLs, I do not find the curricular materials and texts to be very culturally relevant. I would like to focus more on the sociocultural domain by using information about my students' backgrounds, communities, and upbringings to upgrade the types of texts and literacy experiences we engage in in the classroom.

-Haley Reburn

# data[].attributes.body
Interactive literacy is an approach that emphasizes the biographical elements a student brings to their literacy development along with the fundamental domains and research-based elements of literacy. The sociocultural domain is central to the interactive approach because students' families, communities, cultures and backgrounds influence the types of language and literacy experiences their literacy development is rooted in.

-Haley Reburn

# data[].attributes.body
At the third grade level, my school's literacy curriculum is most closely aligned with the interactive model. The curriculum has phonics/word study, reading comprehension, and writing components that are all taught using grade-level appropriate texts/basal readers. Further, the texts are organized into thematic units, which supports students in developing background knowledge and making connections as they read.

-Haley Reburn

# data[].attributes.body
At my school, reading is the most directly addressed domain. While we are encouraged to address all four domains, we receive the most support, resources, and professional development around reading. I feel I need the most support with the writing domain, as this is the area my students (especially my ELL students) tend to struggle with most.

-Haley Reburn

# data[].attributes.body
As a primary teacher, the reading domain is undoubtedly the focus of my literacy instruction. I believe that as each domain is interrelated a greater emphasis on Speaking and Writing would help my student's literacy development. For years the other teachers in my school and I have longed for more resources and support devoted to writing instruction.

-Monyette

# data[].attributes.body
Interactive Literacy is a dynamic blend of  bottom-up and top-down reading processes. Students simultaneously shift between the skills of decoding and making schematic connections.

Yes, considerations like whether students are socialized in literacy, have L1 resources and literacy experiences to draw on, and have been conditioned to enjoy a positive perception of reading, ensure that the sociocultural dimension of an ELL's biography  set the foundation for their literacy development.

-Monyette

# data[].attributes.body
As a "whole language" baby I have often lamented that my school district relies on a more Bottom-Up model. As a second grade teacher it has saddened me to see developing readers, who need additional support, get shuffled from a very structured phonics/phonemic awareness lesson with me (the general educator) to another very similar small groups phonics lesson with the IA, to additional phonics intervention sessions with the reading specialist.

I want all of my readers to experience the joy of contextualized reading! But if my district shys away Top-Down reading processes I must remember that I don't have to. With an integrated reading model I am hopeful that I can meet my district's expectation while still developing student schema enough to instill a joy of reading.

-Monyette

# data[].attributes.body
Name: Monyette Pitts

Grade Level: Graduate Student
Native Language: English

Place of Birth: Baltimore, MD
Country of Origin: USA

1.  What language do you speak most at home?: English

2.  What language did you first learn to read?  English. I studied Spanish in middle and high school. I also studied Latin for a year in high school.

3.  What do you read at home (e.g., letters, cookbooks, books in the native language, books in English, magazines, newspapers)?  I enjoy realistic fiction and periodicals devoted to design, travel, and cooking. I also read online news sites like NPR,  Reuters and Politico.

4.  Who do you read with at home?  I read alone but on occasion share interesting articles with family members. Many family members prefer oral language traditions and I've noticed that I have begun to recommend podcasts and documentaries more often than traditional text.

5.  Do you like to read? What do you like or dislike about reading? I love to read. I am probably legitimately addicted to reading.  As a child if I wasn't allowed to bring a book and read at the table during meals, I would read the food packaging I found in the kitchen. Even now I  occasionally catch myself in a chain reading spiral and have to take steps (hide my tablet from myself, remove the kindle app from my phone, etc..)to break the cycle!

6.  If you could choose anything to read about, what would it be and why?  Realistic fiction with relatable characters and inspiring settings.

7.  What kind of reader do you think you are? A strong, but developing, reader. Experience with a few of the textbooks used in the TELL grad school program has shown me I still have room to grow as a reader.

- Monyette

# data[].attributes.body
My school, and district in general, appears to be moving toward a greater emphasis on the Bottom-Up Reading Process Model. Over the last few years I have seen my district move away from an emphasis on Fountas and Pinnell style guided reading sessions towards a focus on "research based" phonemic awareness (Heggerty) and phonics (Open Court) programs. Students who require additional support with literacy development typically get additional sessions of these same programs as intervention.
-Monyette

# data[].attributes.headline
Yes, I do believe it lies at the heart of literacy. Sociocultural Dimension are the cultural factors that influence student learning. Therefore, what they love, what motivates them, what helps define who they are, and represents their life outside of school. I firmly believe that our students perceptions of teachers and their peers shapes how they feel about reading. That is why it is so important to find text in which they can "see themselves in". Text that relates to their cultural background, history, perceptions, etc. Ones that are usually not valued in traditional curriculum text. Having positive literacy experiences will only expand their ability to learn how to read. Therefore, impacting and tapping into their literacy experiences like building comprehension strategies like connection to text. ~Amanda Rampata 

# data[].attributes.subject
Yes, I do believe it lies at the heart of literacy. Sociocultural Dimension are the cultural factors that influence student learning. Therefore, what they love, what motivates them, what helps define who they are, and represents their life outside of school. I firmly believe that our students perceptions of teachers and their peers shapes how they feel about reading. That is why it is so important to find text in which they can "see themselves in". Text that relates to their cultural background, history, perceptions, etc. Ones that are usually not valued in traditional curriculum text. Having positive literacy experiences will only expand their ability to learn how to read. Therefore, impacting and tapping into their literacy experiences like building comprehension strategies like connection to text. ~Amanda Rampata 

# data[].attributes.headline
Our county uses the Bottom-up Reading Process model (following the DIBELS assessment alignment) with very little focus on schema. 

# data[].attributes.subject
Our county uses the Bottom-up Reading Process model (following the DIBELS assessment alignment) with very little focus on schema. 

# data[].attributes.headline
At my school in the southwest district of Baltimore County, we address the reading domain as most addressed. I feel our school needs the most support/resources with writing and speaking. ~Amanda Rampata

# data[].attributes.subject
At my school in the southwest district of Baltimore County, we address the reading domain as most addressed. I feel our school needs the most support/resources with writing and speaking. ~Amanda Rampata

# data[].attributes.headline
The changes I will make as a reading instructor to my el students is to get to know which model might work best for them. I also need to spend more time learning what cultural identity they bring with them. This knowledge of cultural background will help them know how they approach literacy, and how to find text that they can see themselves in. ~ Amanda Rampata

# data[].attributes.subject
The changes I will make as a reading instructor to my el students is to get to know which model might work best for them. I also need to spend more time learning what cultural identity they bring with them. This knowledge of cultural background will help them know how they approach literacy, and how to find text that they can see themselves in. ~ Amanda Rampata

# data[].attributes.headline
I would consider myself a very good reader. As a young child, I was taught using the top-down reading process model through the Montessori methodology. This method gave me the time and to learn through hands on experiences. I also loved to read a young girl, it took me away to far off places! I like this sociocultural profile, and would like to do this with my EL student. It reminds me of an attitudes and interest survey :) ~Amanda Rampata

# data[].attributes.subject
I would consider myself a very good reader. As a young child, I was taught using the top-down reading process model through the Montessori methodology. This method gave me the time and to learn through hands on experiences. I also loved to read a young girl, it took me away to far off places! I like this sociocultural profile, and would like to do this with my EL student. It reminds me of an attitudes and interest survey :) ~Amanda Rampata

# data[].attributes.body
Name: Chontell Richardson

Grade Level: Graduate Student; work with teachers of grades 6-8
Native Language: English

Place of Birth: South Carolina
Country of Origin: USA

1) What language do you speak most at home? English

2) What language did you first learn to read? English

3) What do you read at home? At home I read magazines, newspapers (mostly online) and books. For my job, I read a lot of middle grades and YA novels. For pleasure, I prefer autobiographies, biographies, nonfiction that has some historical context,  and realistic or historical fiction depending upon the book's focus or theme.

4) Who do you read with at home? I read alone, but share book recommendations with friends and co-workers. When our reading overlaps, we discuss our perceptions and reactions to the book.

5) Do you like to read? What do you like or dislike about reading? I LOVE to read. A former classmate from elementary school connected with me a few years ago and recalled that I was always reading in school. I enjoy when I am able to personally connect or relate to a person, character or situation in a book. I do not enjoy reading online.

6) If you could choose anything to read about, what would it be and why? I will read anything, but I prefer books that have some semblance of reality (either fiction or nonfiction) with the person/character facing a challenge, but works to persevere regardless of the obstacles.

7) What kind of reader do you think you are? A. A very good reader (most of the time)

# data[].attributes.headline
Interactive Literacy & Sociocultural Dimension

# data[].attributes.subject
Interactive Literacy & Sociocultural Dimension

# data[].attributes.body
Research-based elements (phonemic awareness, phonics, vocabulary, comprehension, & fluency), fundamental domains (listening, speaking, reading & writing) and biographical dimensions work in conjunction for an interactive literacy model. The sociocultural dimension is at the heart of the model, because students come to school with many family and community experiences. Those experiences that students bring into the classroom shape their background knowledge, values, and perceptions of the world in which they must navigate. As educators, we should use the knowledge and experience that students bring to enrich not only their educational experiences but the experience of other students in the class as well.
Chontell Richardson

# data[].attributes.body
Working in central office at the middle school level, I think that we address the domain of reading the most. Our middle school curriculum reading curriculum documents includes recommendations for supports and differentiation strategies to use with ELs, including alternative/leveled texts, amplified texts, vocabulary supports, visuals, etc. The suggestions were specifically added by ESOL teachers and coaches. There has also been ongoing collaboration between the Reading Dept. & the ESOL Office to provide professional development workshops to both Reading & ESOL teachers. Though writing has also been a focus and supports such as graphic organizers are suggested, I feel that additional support and resources in that area are needed.
Chontell Richardson

# data[].attributes.body
I learned to read using the bottom-up, phonics-based model - but it's clear from the readings that this isn't the best model for ELLs. The authors list many benefits to the interactive reading process model, as it allows incorporation of CLDs existing strengths and cultural knowledge. I am not a teacher, but if I were, I would plan to use the interactive model.
- Rachel Scholten

# data[].attributes.headline
Interactive Literacy and Sociocultural Dimension

# data[].attributes.subject
Interactive Literacy and Sociocultural Dimension

# data[].attributes.body
Interactive literacy emcompasses the students' backgrounds, the 4 dimensions of language, and the 5 research elements of literacy. The Sociocultural Dimension is at the heart of the model because it allows students' prior knowledge, experience, and native language literacy to support teaching in English.
- Rachel Scholten

# data[].attributes.headline
Interactive Literacy and Sociocultural Dimension

# data[].attributes.subject
Interactive Literacy and Sociocultural Dimension

# data[].attributes.body
Interactive literacy is the integration of the biographical, fundamental, and research aspects of literacy.  It illustrates how these areas are connected in supporting literacy.  I do feel that the sociocultural dimension lies at the heart of the foundation.  Students bring with them their beliefs about the world, as well as learning, based upon their sociocultural experiences.  We need to honor these experiences in order to help students find value in their educational experiences, as well as to help them connect with their learning.
-Nicole Zawada-Care

# data[].attributes.body
After reading about the different reading processes, I think I will be more cognitive about bringing in students' sociocultural dimension.  I believe I do this to a certain extend, but after reading and reflecting, I feel I can do this even more. It's a great way to help students access and tap into learning by connecting their experiences and knowledge with what is taking place in the classroom.

-Nicole Zawada-Care

# data[].attributes.body
Name: Nicole Zawada-Care
Age: 35 years old

Grade Level: Graduate Student
Native Language: English

Place of Birth: Pottstown, PA
Country of Origin: USA

1.  What language do you speak most at home?: English

2.  What language did you first learn to read?  English.  I then studied Spanish in high school, followed by Italian in college.

3.  What do you read at home (e.g., letters, cookbooks, books in the native language, books in English, magazines, newspapers)?  At home I mostly read realistic fiction or historical fiction books for pleasure. I also read emails, texts, cookbooks and recipes.

4.  Who do you read with at home?  I read with my 4-year old daughter each night. We read picture books that span many genres.

5.  Do you like to read? What do you like or dislike about reading?  I love to read. I find it very relaxing after a long day.  I could spend hours immersed in a book.  I dislike that I don't have enough time to read for pleasure.

6.  If you could choose anything to read about, what would it be and why?  I would read realistic fiction books that are relatable and inspiring.

7.  What kind of reader do you think you are?  A. A very good reader

-Nicole Zawada-Care

# data[].attributes.body
At the university level, students must be literate in the language of instruction, so reading instruction of this kind does not occur at Loyola. Of course, students are still learning advanced academic language for their disciplines of study, and some take foreign language courses. In those cases, I imagine that instruction would be closest to the Interactive Model considering Loyola's small class sizes and personalized style of education.
- Rachel Scholten

# data[].attributes.headline
Writing is definitely the most addressed domain at the higher education level. However, Loyola does not have any courses specifically for ELLs, so international and multilingual learners who need support only have access to teh general supports available to all students, such as peer tutoring, asking a professor for feedback, or the Writing Center. If I taught, I think that I would find teaching reading the most difficult, since comprehension is something that happens silently between the page and the student's mind. You have to use other domains to ascertain whether and how much the student is getting from a text, and it could be difficult to understand what is blocking further understanding (e.g. vocab vs. syntax vs. cultural elements).

# data[].attributes.subject
Writing is definitely the most addressed domain at the higher education level. However, Loyola does not have any courses specifically for ELLs, so international and multilingual learners who need support only have access to teh general supports available to all students, such as peer tutoring, asking a professor for feedback, or the Writing Center. If I taught, I think that I would find teaching reading the most difficult, since comprehension is something that happens silently between the page and the student's mind. You have to use other domains to ascertain whether and how much the student is getting from a text, and it could be difficult to understand what is blocking further understanding (e.g. vocab vs. syntax vs. cultural elements).

# data[].attributes.body
Rachel Scholten

# data[].attributes.body
In our school, I think you will see all three models present depending on what is being taught, and also whose classroom you are in.  When we teach Fundations I see a very Bottom-Up Model.  It's very centered on the letter recognition, phonemic analysis, and word identification parts of the model.  You also need each part to go on to the next.  When we teach our core reading program I think you will see a mix of Top-Down and Interactive Reading models.  This seems to come from each teacher's personal beliefs and philosophies.  Regardless of which you see, you will see a lot more schema integration and discourse-level analysis at all times during instruction.
-Nicole Zawada-Care

# data[].attributes.body
In my school, I feel that listening and reading are most addressed. Students are expected to listen and interpret talk almost all day.  There is a lot of text interaction in our classrooms, which provides for a lot of reading opportunities.  In trying to play "catch-up" from missed instruction during the pandemic, our school has taken a step back from writing.  It wasn't even something placed in our schedules. As a school, we try to fit it in whenever and where ever we can, but don't feel the support was given to us with the gift of time.  Instead, we've been asked to focus on phonics instruction.  This is important, but writing needs to be taking place.  I also feel like we've lost the domain of speaking.  In trying to get as much in as possible, we've taken away some of those opportunities for students to talk and listen to one another's ideas.  I would love more support for both of those areas, for both ELLs and all students.
-Nicole Zawada-Care