This paper outlines a sequence of strategies that are designed to enable every child to experience pleasure in reading narrative literature, and to achieve success in writing, both their own stories and the responses to literature expected by the school curriculum. To enable these goals, literary texts are analysed at three scales: whole literary texts, model structures for writing, and patterns of literary language in sentences. Each level of analysis is designed to bring teachers' and students' intuitive knowledge about language to consciousness, and build a shared metalanguage. The paper synthesises findings of long-term action research in genre based literacy pedagogy, to provide teachers and teacher educators with tools for engaging all their students in the pleasures of literature. While many aspects of this research have been previously reported, this paper provides a novel synthesis for this purpose.