Besides explicit sources carrying feedback, we notice the increasing importance of other implicit ways. In this article we analyse the different kinds of sources of a story-telling process. All through the course we analyse how two teachers tell and play three tales, promoting discussion in common by dividing the class into groups of three pupils. The recording of the observation was done during 2001-02 courses in Spain (Burgos), and 2005-06 course in Mexico (Tampico), to the same students in the classroom ages between five-six years old, divide in three sessions one story per quarter. This also is being replicated in Guanajuato (Mexico). The Subjects from four classrooms are from two public schools. In every classroom 6 groups of 3 students are observed, 18 students for institution. At the end of the observation and interview with the teacher was carried out to determine the teaching style and the previous context of each group as well as to the objectives that each teacher had set and the results they felt had obtained. We observe a greater percentage of groups focused on text understanding while the number of samples considering comprehension as a secondary goal is fewer. Knowledge of children capability of response in this context of discussion helps teachers to decide what kind of support will be needed to figure out or project into the conflict of each narration.