School literacy management must connect regular reading opportunities with accessible resources, meaningful responses, and credible evaluation. This study examines how Saturday literacy is organised at SMP Takhassus Al-Qur’an Kalibeber and interprets its educational purposes in relation to Surah Al-‘Alaq verses 1–5. Qualitative documentary analysis of the 2026 institutional literacy report is supported by a purposive narrative review. The analysis distinguishes planned activities, reported implementation, institutional indicators, and educational interpretation. The report documents a 40-minute Saturday allocation, a 14-member literacy team, alternating reading and creative activities, school-provided summary books, homeroom monitoring, and wall-magazine or website opportunities. It reports 100% attendance, 98% reading participation, and 100% creative participation without specifying denominators or observation periods. A reproduced 2025 dashboard concerns attainment of minimum literacy competency and cannot establish an effect of the 2026 schedule. The programme shows how distributed responsibility can connect reading, written expression, and publication, while forgotten books, noise, and differing abilities constrain participation. Surah Al-‘Alaq offers an ethical orientation toward reading, writing, humility, and knowledge rather than a prescribed timetable. The study contributes a bounded management framework and proposes more traceable implementation records and repeated student-level measures before claims of effectiveness are made.