Comprehension has often been conceptualized in ways that privilege either the "right" understanding of a text (comprehension-as-outcome), or getting to that "right" understanding (comprehension-as-procedure). This article makes a case that we should, instead, teach with an eye toward fostering comprehension-as-sense-making--a socially purposeful decision-making process undertaken by the reader that does not depend on arriving at the "right" understanding. To foster comprehension-as-sense-making, teachers must avoid the tendency to evaluate and steer students' thinking during discussions about text--even when that feels difficult to do because students have non-standard textual understandings. Drawing on data from a fourth grade literature discussion group discussing a non-fiction text, the article suggests six ways in which teachers can work to open up the conversation to students' textual sense-making: following student ideas; making textual decision-making visible; highlighting ambiguity and difference of opinion; opening spaces for student talk; holding back (e.g., through reducing the amount of teacher talk); and allowing the students to share in the evaluation of the text and of each other's ideas about the text. Students may do more active sense-making, and learn more from one another, when the teacher does not tell them whose understandings are "right."