Grounded in our commitment to support preservice teachers (PSTs) in an urban elementary teacher education program to develop anti-bias pedagogies, we engaged in a design-based study aimed at enacting critical conversations about texts that foster dialogue about power and privilege. In this analysis, we explore how PSTs engaged with children during discretionary moments within critical conversations in their field placements. We asked: "What generative orientations are visible in PSTs' analysis of and reflection on their facilitation of critical conversations with children?" Findings reveal that PSTs who extended dialogue during these moments in critical conversations--rather than avoiding or ignoring children's contributions--displayed an orientation toward seeing children as sensemakers; flexibly responded to encourage dialogue; and recognized the value of feeling uncomfortable.