This paper addresses classroom teachers' influence on children's literary learning in families. The challenge of working with families has sometimes been ignored in the past, leading in effect to parental exclusion. An alternative approach can be based on some key ideas. A broad concept of family literacy and an expanded concept of literacy teaching which recognizes a spectrum from "instruction" (characteristic of schools) to "facilitation" (characteristic of families) may be emphasized. A distinction could be made between children's home literacy learning and their classroom learning, with focus on the former in work with families. The "ORIM" conceptual framework used in the Sheffield Raising Early Achievement in Literacy Project in England can provide recognition of families' contribution to children's literacy development and the ways in which early childhood educators can work with families. "ORIM" stands for "Opportunities,""Recognition,""Interaction" and "Model"--four things which families can provide for children's literacy development. It is suggested that schools identify which "circle of involvement" they are currently working in and which they aspire to. (Includes eight figures; contains six references.) (Author/NKA)