This article presents a pedagogical framework for interpreting and discussing texts with others, ""havruta" inspired pedagogy." The framework is comprised of three overlapping domains: structures, stance and practices. We illustrate each domain through teachers' words and classroom practices, depicting how teachers in one context work within these domains to support rich student text-learning. This framework grows out of a year-long program of design research at a Jewish supplementary school and analysis of how teachers implemented their professional development learning in their K-7 classrooms. The pedagogical framework is applicable not only to havruta dyads, but also to small and whole group text discussions. (Contains 22 footnotes and 1 diagram.)