This study delves into the underexplored field of marginalized families' experiences during turbulent times, with a specific focus on their engagement in school-based literacy practices outside the classroom. It seeks to address this gap by shedding light on the experiences of a selected group of these families in the Northeastern United States during the initial phase of the COVID-19 pandemic. Drawing on a nine-month case study of a small cohort of families living in the Northeastern region of the United States and using ethnographic methods to collect and analyze interviews with focal participants, this dissertation offers a nuanced exploration of how these families navigated systemic challenges stemming from the pandemic. The investigation probes into how they comprehended their lives and facilitated their children's learning during this tumultuous period. Importantly, this study does not seek to tackle broader educational issues but instead seeks to enhance our understanding of how marginalized families responded to the unique challenges brought about by the pandemic, including the abrupt shift to virtual learning and the reshaping of school-based literacy practices within their homes. By closely examining the experiences of these families, this dissertation contributes insights to the field of family literacy, offering a critical perspective on the ways in which marginalized communities navigate systemic barriers and engage children in literacy learning, thereby expanding our comprehension of how family involvement can be instrumental in supporting the education of children and families from historically disadvantaged backgrounds. This research endeavors to contribute to the broader dialogue on literacy, educational equity, and the pivotal role of families in nurturing productive citizens within a changing educational landscape.