The author presents findings from a yearlong study of the ways an inclusive fourth-grade teacher and her students talked about reading outside of formal reading lessons. Findings indicated that across the school day, especially during informal moments, students narrated connections and disconnections between their experiences and realistic fiction read-aloud books the class had read together. These improvised spoken narratives created opportunities for students' inclusion and affirmation in the social space of the classroom as they helped students know each other as readers and people outside of labels, levels, and assessment instruments. Using children's literature as a point of reference, this pattern of dialogue honored students' life experiences and interests while supporting ongoing reflection, community building, and interpretation strategies.