Book Chapter. Although generally studied as a psycholinguistic decoding process, reading can also be studied as a social practice. This chapter presents an analysis of one English language learner’s interactions in literacy events over nine months in a classroom. The participant, “Li”, had little experience with schooling or literacy in any language. The literacy events were opportunities for students to talk with one another about books they had just read. The sequential analysis shows that participants have a number of orientations to accomplishing the work of talking about a just-read book and the practices for doing that work change over the course of nine months. A case is made that repeated performance of the literacy event leads to experienced practice which can be considered evidence of learning.