This article explores how literacy practices when homework is being done give rise to different interaction experiences among children and their parents. We wished to know whether such experiences might contribute to the establishment of relationships between what children learn at home and in school. After reviewing certain issues related to the concepts of families and schools as communities of practice and to how discursive practices are woven into them, we focus on a small number of family interactions, in the course of which a father or mother collaborates on homework with his or her child by writing various texts. From a methodological perspective, we take an ethnographical approach, working in an elementary school in Cordova, where we have been participant observers for 5 years. Two different written texts were proposed as homework in relation to the health education program. The first was a composition about an out-of-school task, in which the children shared fruit and conversation with other children in the public park; the second was a poem about the same topic, written on the basis of the previous texts. The two tasks were carried out on two different days in the course of the same week. All the conversations that took place during the homework sessions were transcribed and analyzed. Our analysis shows three main types of interactive scripts that seem to be influenced as much as by what the mother or father considers what can be a good text as by the role that she/he plays when teaching. The final discussion focuses on how communities of practice can be understood in relation to dynamic processes that allow relationships to be established between them. From this perspective, homework becomes an example of how specific practices may help create pathways that enable participants in both families and school communities to end up sharing goals.