Reading pedagogy is filled with approaches, advice and frameworks recommended for teachers with the promise that they will support reading development and the making of meaning beyond the literal decoding of print. Often, these frameworks come with steps to follow, assessment materials and even products to purchase to ensure learning is achieved. But how often do we stop and reflect on their effectiveness in developing our learners’ literacy capacities within and beyond the classroom? This article shares the experiences of beginning teachers as they examined the strengths and limitations of the ‘text-to-self, text-to-text, text-to-world’ framework to support the literacy development of Year 5 and 6 students. And it identifies some modifications to the framework with a view to developing students’ knowledge about the world.