The current study examines the teaching of report writing from pre-kindergarten through fifth grade through the lens of systemic functional linguistics (SFL) theory. Teachers were part of a university and public school collaboration that included professional development on teaching genres, text organization, and language features. Grounded in this knowledge, teachers explicitly taught students to write reports. Results indicate that students understood the purpose of reports. Although report writing was challenging, students at all levels, supported by their teachers, presented the topic in an organized way, showed awareness of audience and voice, and used language that resulted in coherent writing.

In response to the Covid-19 pandemic, on 18 March 2020, Prime Minister Boris Johnson announced the immediate closure of schools in England. (The closure was not absolute: schools would remain open for vulnerable children and the children of key workers. In practice, though, very few children have continued to attend.) In what follows, nine English teachers reflect on their experience of teaching under lockdown. KEYWORDS Teaching online; Covid-19; access and equality; lockdown *All pseudonyms, used so that the teachers who have contributed to this could reflect honestly on their experiences.

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