The competency Appraisal of the literary works of the Quebec School’s curriculum for the primary sector is an entirely designated context for integrating albums and tales into the classroom (MEQ, 2001/MELS, 2006). However, a few years ago, only one in five primary teachers often said to work literary competence (MELS, 2007) and, to that end, literary works were still unsolicited (Giasson and St-Laurent, 1999). Little data, especially in Quebec, this made it possible to learn about the place of literature at school, teachers’ practices and the difficulties they encounter in the exploitation of literary works, including albums and speeches (Dezutter et al., 2007). In order to partially fill this lack of recent surveys in this field and with the aim of better understanding teaching practices and concepts of teachers about the reading/appreciation of literary works, we conducted in the as part of our doctoral research, a questionnaire survey of Quebec teachers in the three primary cycles (N = 518). We thus pursue three objectives: (1) identify and describe the declared teaching practices relating to activities, materials and evaluation; (2) identify and describe the concepts of primary school teachers with regard to ministerial prescriptions; reading/appreciation and teaching; (3) compare these practices and concepts according to cycles. The main results show that Quebec primary teachers say that the materials used every week to teach reading/assessment are henceforth consisting mainly of full literary works (66.2 %) of various forms/genera, mainly narrative (album: 81.3 %; Roman: 61.2 %; Conte: 55.3 %). Specifically with regard to album and the story, primary school teachers (97.1 %, p = 0,00) report more serve albums as their second (78.5 %) and postgraduate colleagues (64.3 %); the story is operated more often in the first cycle (67.9 %, p = 0,00) than in the second (58.3 %) and in the third cycle cycle (36.9 %), but to a lesser extent than album. In that article, we set out, starting from: of these results, the declared teaching practices around these two literary forms/genres, and this is done on a continuum from the first to the third primary cycle. Keywords: teaching practices, album, tale, reading/appreciation, Quebec