This article describes both the instruments and teachers’ practices in the context of teaching French, language of instruction, to new immigrant non-francophone students at the CP to CM2 levels in France. The “Cours Préparatoire” (CP) is the first year of primary school centred on learning to read, while the “Cours Moyen” (CM2) corresponds to the last year of school prior to college entry. The first part of the article describes the context and the theoretical frames, the second part describes the methodology used for investigating teacher practices, and finally, the third part presents and comments on the results of the analysis of the pedagogical practices, specifically, acculturation to writing.