This qualitative study explored the nature of student initiations during interactive read alouds of fiction and non-fiction texts in a second grade, urban classroom. Data sources--including expanded field notes, video/audiotape records and transcripts, and teacher interviews--were analyzed inductively, utilizing the constant comparative method and discourse analysis of selected read aloud lesson transcripts. Analyses illuminated the students' active meaning-making and identified six categories of student initiations. As well, analysis of the teacher's responses to students' initiations suggested implications for how teachers might invite, accept, and build on students' contributions in ways that shape literature discussions in important ways. (Contains 1 table.)