Teacher talk moves are useful for supporting students' learning, but they are not enough to create a science learning community in the classroom. Talk moves focus on functional engagement with individual students' ideas and sensemaking. Norms must be established by having a nuanced understanding of how those individual talk moves create patterns of talk that become the natural way the class operates. This article discusses how talk moves can support larger norms of classroom science talk and provides examples of these kinds of classroom talk from a high school classroom.