  This theoretical paper introduces a new way to view and characterize teaching
and learning astronomy. It describes a framework, based on results from
empirical data, analyzed through standard qualitative research methodology, in
which a theoretical model for vital competencies of learning astronomy is
proposed: Reading the Sky. This model takes into account not only disciplinary
knowledge but also disciplinary discernment and extrapolating
three-dimensionality. Together, these constitute the foundation for the
competency referred to as Reading the Sky. In this paper, I describe these
concepts and how I see them being connected and intertwined to form a new
competency model for learning astronomy and how this can be used to inform
astronomy education to better match the challenges students face when entering
the discipline of astronomy: The Spiral of Teaching and Learning. Two examples
are presented to highlight how this model can be used in teaching situations.
