•  Student-centered strategy.
• Students encourage others to contribute to the conversation.
•  Students can develop a  relationship between community building and understanding literature. 

• Grand Conversations can take a lot of class time.
• Students can get off topic easily.
• Shy students can have a difficult time speaking up and sometimes of ran by the other students.

ELL Scaffolding: Ask ELL students to speak and include their personal thoughts, feelings, and experiences with the class or to write, draw, and share it with the teacher about the discussion.
Citation: https://www.youtube.com/watch?v=Pcnt3luhME0

•  Students sequence skills increase.
• Visualization and structure of the story are carefully reviewed by the students.
•  Can be used for multiple activities, subjects, or focus units. 

• Students can sequence incorrectly and can cause them to continuously make the mistake because the teacher can't be present at all times.   
• Difficult to assess students understanding of the reading.
• Students can mix up readings they have read while creating storyboards.

ELL Scaffolding: ELL's review the story before and after the reading. ELL's can also draw out their storyboards to better share their understanding of what they have read, and increase their writing skills.
Citation: http://www.storyboardthat.com/

•  Multiple words that students have difficulty with are available consistently. 
• Phonemic Word walls can be used, to not only teach new words but the phonemic behind the word. 
• Can incorporate all subject vocabulary. 

• Words can sometimes be a Tier 1 instead of Tier 2 or 3.
• Students may have access to the word; however, forget how to pronounce the word correctly.

ELL Scaffolding: If possible post pictures by the words on the word wall to give ELL students a visual tool as they learn the new words. ELL students can even create a word spelling notebook, they can practice writing the word, its kid friendly definitions and draw a picture to help understand the specific word.
Citation: http://www.1plus1plus1equals1.net/2014/07/personal-word-wall-printables/

•  Teachers monitor students comprehension more closely.
• Students learn proper summarizing techniques.
•  Students receive individualized attention from the teacher, to show what they know about the story.  
•  Oral language, vocabulary, phrases, and sentence patterns enhance. 

• Students want to explain the whole story, instead of summarizing it.
• Meeting individually with students require large amounts of teaching time.

ELL Scaffolding: Having ELL students first retell the story in their native language then repeat it back in English, or they can write it in English and read it back in their native language, which can encourage them to become more open and become more relaxed.
Citation: https://www.youtube.com/watch?v=NPgAQFRGcDI

•  Uses students personal experience.
• A flexible strategy that can be used as a whole class, within small groups, or individually.
•  Students use their own experiences and creations for writing. 

• No real structure with writing is taking place.
• Usually extremely time-consuming.
• Sometimes depending on schools, demographics students may not have prior experiences with the subject.

ELL Scaffolding: Lets students focus on reading and writing skills without drilling the phonetics and basic skills.
Citation: https://www.youtube.com/watch?v=hXZT7WpMXQM