Through the time, Collaborative Learning, as a teaching approach, has been of great preference for pedagogical models in intuitions all over the country. Nonetheless, although Rosario Santo Domingo School adopted this approach in EFL classes, specifically in reading and writing lessons, it was observed that those were addressed not only individually, but also, they were characterized by their prescriptive and instrumental orientation. Therefore, it was considered appropriate to implement the methodological strategy of “Reading Circles”, in reading and writing EFL classes, with 10th grade students at intermediate level (B1), because of its collaborative nature. It is important to highlight that the theoretical and conceptual framework of this research is based on some of the Vygotskyan social constructivist perspectives, collaborative learning groundings, as well as literacy and collaborative literacy practices. Thus, this research was aimed to identify the collaborative traces that emerge from the reading circles implementation, and to analyze the way those features could inform collaborative literacy practices. This qualitative research follows aspects of the grounded theory methodological path. The instruments used for the data collection consisted in journals, students’ products, questionnaires and a semi structured interview. Final outcomes suggest that the reading circles didactic features, such as the dynamic of roles and its flexibility, led to ways of collaboration that subsequently informed students’ collaborative literacy practices.