Many English Language Learners (ELLs) in Massachusetts and other states are currently receiving their literacy instruction in English, even though they may not be fully proficient in English, or engaged in reading instruction. This qualitative study explored the behaviors, including engagement in lessons, of three first grade ELL Haitian students with varying levels of English proficiency (beginning, intermediate, and advanced) during a Sheltered English Immersion (SEI) English Language Arts (ELA) literacy block. The following conclusions were drawn based on the results of the study. First, ELLs need support in their primary language during English instruction. Second, specific structural grouping preferences should be recognized and supported, along with exposure to all structural groupings. The setting for collecting data weakened the ability to draw conclusions about the writing process, and engagement when Haitian Creole clarification was spoken. Recommendations have been provided for further studies to strengthen this foundational study.