This article examines classroom work with literature in the Swedish for Immigrants (SFI) programme in which adult migrants study Swedish at a basic level. The participants were a teacher and a group of students with limited previous education. The study explores practices that the participants applied during classroom work with an easy-to-read novel. The theoretical and analytical framework includes the four resources model, transactional theory and the concepts of translanguaging and embodied literacy practices. Data for the study were collected in a large action research and linguistic ethnography project by means of classroom observations and focus group conversations with teachers. Findings show that decoding and meaning-making practices were most prominent, while text-using and text-analysing practices were scarcer. Aesthetic reading and efferent reading were in different ways integrated with the different families of practice. Aesthetic reading was connected to multimodal aspects and embodied literacy practices. Efferent reading was found at many levels in the reading and was interconnected with all families of practice. Translanguaging practices often intersected with meaning-making practices.