At the preschool, some students struggle with emergent literacy. To avoid these difficulties, some practices are effective. In this article, we talk about such practices through the study of five observations in a transition class welcoming six students who had not reached the expected minimum requirements at the end of their year of preschool. In Robert's transition class, they were engaged in frequent and highly diversified carefully planned practices around literary networks of quality works. They benefited from meaningful and cognitively demanding tasks allowing them to work the various reading skills, writing and oral, in an integrated manner and in context, while receiving a shoring supported by Robert and frequent feedback. The classroom environment was particularly buoyant with reading, writing and listening corners, and often used technological resources.