Intended for practitioners, this report, along with curriculum materials and instructional recommendations, provides a framework for language, genuine literacy, and learning across the curriculum. The report draws on teachers' collective and individual experiences, ERIC reports, National Council of Teachers of English guidelines and commission reports, national studies, research from numerous sources, and survey results. The report suggests that what is needed is an integrative framework which informs educators about current theory, research, and promising practices in the teaching and learning of genuine literacy and serves as a guide for Oklahoma City Public Schools (OKCPS) to develop more appropriate, stimulating, creative, and academically productive environments for all learners. The report states that the task force identified the following critical experiences in the language arts curriculum: (1) Reading: Transacting with Text; (2) Writing: Composing Texts; (3) Extending Reading and Writing; (4) Investigating Language; and (5) Learning to Learn. While the report focuses on the first experience, reading and extending reading and writing, it reflects commitment to the interrelationships of these experiences in an approach to learning which focuses on the process, not the product. Three tables are included. Appendixes include: cross-cultural and interdisciplinary recommended readings, K-12; Suggested/Recommended Readings in the 1980s: Great Britain and the United States; suggested readings by topic; Thinking and Learning through Writing Across the Curriculum: An Interdisciplinary Curriculum; forms for writing to learn; ideas to incorporate writing to learn across the curriculum; and language arts resources. (MG)