In today’s society it’s important to teach our pupils to identify the messages in the texts they meet. From a critical literacy perspective, no text is neutral and analysing texts is about learning how language is related to power and how it affects us. The purpose of this degree project has therefore been to create, test and evaluate a material that aim to enable pupils´ development of strategies for critical reading and writing as well as providing support for the teacher in working with texts from a critical literacy perspective. The study is based on theoretical views within literacy with a socio-constructivist view on language, where learning takes place in a social context, through communication. This interventional study was conducted in a Swedish school with pupils aged 9–10 years. We observed two lessons where the material was used in teaching, to examine how critical reading and writing activities were carried out in practice. Interviews were also made with the teacher and some of the pupils in the class, to further examine how the material was perceived. Our analysis shows that strategies for reading comprehension such as, questioning, summarizing, predicting, clarifying, making connections and creating mental images was being used before, during and after the reading. When reading strategies were used without explicit instructions the pupils was given the opportunity to make connections to their previous experiences from various literacy practices when needed, in order to build their comprehension of the text. Moreover, the material provided support for the teacher in working with critical reading and writing but did not affect the teacher´s general approach to reading and writing.