The engagement of immigrant children in literature discussion groups in an elementary school classroom in the United States is studied in this article. The analysis shows how the students' responses are embedded in translocal movements across places, time, and people that can be characterized as constructing dynamic cultural flows. The findings are used to envision classroom practices and curricula for response to literature foregrounding reading across communities. In such a curriculum, a space is created for diverse forms of knowledge to be accepted as students make sense of their participation in multiple cultural practices across local and distant places. (Contains 4 tables and 2 notes.)