This illustrative case explicates how one teacher supports student critical thinking by personalizing instruction during Morning Meeting. Sought after learning outcomes outlined in Common Core Standards are met as he purposefully anchors learning in student contributions. Through classroom discourse analysis we show how this teacher decided in the moment what threads to tie together as his third graders grappled with ideas and negotiated common understandings about books students had selected. We argue that teachers who tether curriculum and standards to the language, contexts and thinking that students bring to class effectively enhance student thinking and learning and validate educational purpose. (Contains 1 table.)