This theoretical paper introduces a new way to view and characterize learning astronomy. It describes a framework, based on results from empirical data, analyzed through standard qualitative research methodology, in which a theoretical model for a vital competency of learning astronomy is proposed: "reading the sky," a broad description under with various skills and competencies are included. 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, these competencies are described and discussed and merged to form a new framework vital for learning astronomy to better match the challenges students face when entering the discipline of astronomy.