While cultivating "student voice" is more common in the adolescent years, the early years are an ideal and worthy time to listen and honor the voice of young people, before they are "schooled" in more formal practices of discussion and debate. Teachers can actively listen to young people, and support their capacity to be civic agents in the world, participating with agency and creativity in the issues and challenges of the day. Lessons involving rich dialogue capture children's imagination and creativity. Such dialogue allows them to think and talk playfully, to consider issues of right and wrong in stories and in their own experience, both in the setting of a school and out in the world. While teachers often have a goal of engaging their students in productive, collective discussions based on powerful texts, examples of how such discussions might occur with younger students are scarce. In the authors own work, they have found children, such as kindergartners eager, and able to participate in ethical dialogue on themes such as justice and care. Teachers who engage their students in such discussion support the potential for children to consider themselves as worthwhile contributors, as persons with a valued voice, both in classroom and beyond, in their own worlds. In this article, they focus in on one reading of "Hey, Little Ant" through an instructional framework for fostering dialogue around a text and illuminate key considerations for teachers and practitioners: (1) Finding a provocative dialogue prompt; (2) Framing the space for dialogue as "different;" (3) Fostering provisional thinking and perspective taking; and (4) Considering the complex activity of dialogue.