<![CDATA[ABSTRACT Literacy development in reading and writing among lower-grade students takes place through activities that are adapted to the abilities of students at each grade level. This study analyzes teachers’ efforts to improve reading and writing literacy among lower-grade students at UPTD SDN 071031 Nazalou, identifies the challenges encountered during its implementation, and describes the solutions applied. The study employed a descriptive qualitative approach involving teachers of Grades I, II, and III, as well as six students selected through purposive sampling. Data were collected through observation, interviews, and documentation during the research conducted in May 2026. Data analysis involved data reduction, data presentation, and conclusion drawing, with data validity examined through source and technique triangulation. The field findings indicate that literacy activities included a 10–15-minute reading routine, read-aloud activities, shared reading, turn-taking reading, reading comprehension questions and discussions, writing exercises, individual assistance, and the provision of appreciation. In Grade I, activities focused primarily on letters, syllables, and basic writing; Grade II involved short stories and rewriting information; while Grade III included reading comprehension, summarizing, and short story writing. The challenges encountered included differences in students’ abilities, limited reading materials and time, students’ confidence levels, difficulties in reading comprehension, and varying levels of family support. Teachers responded to these conditions through repeated practice, individualized assistance, utilization of available literacy facilities, and communication with parents. ABSTRAK Literasi baca tulis pada kelas rendah berlangsung melalui kegiatan yang mengikuti kemampuan peserta didik pada setiap jenjang kelas. Penelitian ini menganalisis upaya guru meningkatkan literasi baca tulis peserta didik kelas rendah di UPTD SDN 071031 Nazalou, mengidentifikasi kendala pelaksanaannya, dan mendeskripsikan solusi yang diterapkan. Penelitian dilaksanakan dengan pendekatan kualitatif deskriptif pada guru kelas I, II, dan III serta enam peserta didik yang dipilih secara purposive. Data diperoleh melalui observasi, wawancara, dan dokumentasi selama pelaksanaan penelitian pada Mei 2026. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, dengan pemeriksaan keabsahan melalui triangulasi sumber dan teknik. Temuan lapangan memperlihatkan bahwa kegiatan literasi mencakup pembiasaan membaca selama 10–15 menit, membaca nyaring, membaca bersama, membaca bergiliran, tanya jawab isi bacaan, latihan menulis, pendampingan individual, serta pemberian apresiasi. Pada kelas I, kegiatan lebih banyak berkaitan dengan huruf, suku kata, dan penulisan sederhana; kelas II menggunakan cerita pendek dan penulisan kembali informasi; sedangkan kelas III mencakup pemahaman bacaan, rangkuman, dan cerita pendek. Kendala yang ditemukan meliputi perbedaan kemampuan, keterbatasan bahan bacaan dan waktu, kepercayaan diri, pemahaman bacaan, serta dukungan keluarga. Guru merespons kondisi tersebut melalui pengulangan latihan, penyesuaian pendampingan, pemanfaatan fasilitas yang tersedia, dan komunikasi dengan orang tua.]]>
