Zoom instruction was especially disruptive for immersion programs. You may already know this but in case it helps give some insight into what your DD may be going through: In Kindergarten, most students are soaking the language in and starting to think in Spanish, but aren't yet confident in speaking it themselves. In first and second that confidence goes up and teachers (at least in my district) really push students to speak in Spanish in class. Writing by hand supports their memorization of Spanish words, which makes reading easier. Being surrounded by Spanish text in the classroom helps with writing, too. It all goes together. With the move to zoom in first grade, your DD and her fellow students missed out on months of that rich classroom environment. So much conversation got lost on Zoom. Typing doesn't help with memorization as much as hand writing does. So what ended up happening, from what I'm seeing, is that kids aren't as fluent in Spanish as they would have been. They have to think harder- it literally takes more energy than it does for them to use English. In a typical year English speakers will normally prefer books written in English. But this year, resistance to reading in Spanish has been so much more pronounced. Grade level books in Spanish just aren't flowing for them. Writing in English is more of a struggle too- I've got 4th and 5th graders who still write in big messy letters like 2nd graders. Student stamina is down. We're seeing more behavior issues than usual. (A LOT more behavioral issues.) Everyone is tired by the end of the day.
At our school we're finding that getting away from computers, movement breaks ("brain breaks"), art, and extra time on the playground helps. We know that nature breaks are good for kids and are taking them out more to the grass lawns and to our classroom gardens (this is the closest to nature that we have.) We've started homework clubs. We're encouraging kids to listen to audio books at home in lieu of reading and to get more exercise. I'm not sure how much all this is helping. There are no easy solutions.
With 31 kids, it'd be challenging for your DD's teacher to provide differentiated instruction to meet the kids at their levels. (But not impossible.) It sounds like your DD is doing fine academically. Other students may be farther behind and the work may be adjusted to meet their needs. From the teacher, I'd want to get an idea of the overall feel of the classroom. Are the transitions hard on your DD? The downtown after she's finished an assignment? The times the teacher has to address student behavior? You might be able to go in and observe this for yourself. Ask her for ideas on supporting Spanish at home that will feel fun for your DD- movies in Spanish, graphic novels in Spanish, downloaded audio books for car rides, music in Spanish, rewards for completing extra Spanish work, etc. If DD is completing work early, maybe she could be partnered up with another student who needs some extra assistance? That's pretty standard and can be great for both kids. Well I've written a novel! Can you tell this is the population I work with everyday? :-)!