This article describes a study conducted to determine evidence of key variables of literacy development and language acquisition, based on tutor’s lessons focusing on books and conversations about books and tutee’s questions. During one semester, university students tutored students from third to fifth grade, creating learning communities incorporating language and literate conversations, discussions about learning, and thinking/ comprehension strategies into each tutorial session, based on the needs of each student, as determined by the homeroom teacher. Conversations about books and topics were determined by student interest. Tutors were prepared with eight preparation sessions. Tutors noted student literacy behaviors in journals, providing information of literate conversations, reading involvement of English Learners and improved literacy skills and strategies in tutored students. Tables show evidence of engaged students, thinking, talking about books, comprehending and learning new information.