The Chinese Curriculum Standards for Compulsory Education (2022 Edition) incorporates whole-book reading into the extended learning task group. However, in actual classroom practice, problems still exist, such as blurred boundaries between lesson types, formalistic teaching, and students’ superficial reading. In response to these difficulties, this paper, grounded in the laws of primary school students’ reading cognitive development, actively constructs a three-lesson-type model of whole-book reading instruction integrating “guided reading lesson–advancement lesson–exchange lesson” into a three-stage whole. From the three levels of foundation-laying before reading, deep cultivation during reading, and sublimation after reading, it clarifies the functional positioning of the three lesson types and proposes practical strategies such as stimulating interest and teaching methods, progress management and in-depth study, and differentiated speculative exchange. It is hoped that this will streamline the teaching process of whole-book reading, alleviate students’ fear of difficulty in lengthy reading, provide a reference for the classroom implementation of whole-book reading in primary school Chinese, and facilitate the coordinated development of students’ reading ability and Chinese core competencies.