This action-research case study endeavors to enhance the summarization skills of first grade students who are reading at or above the third grade level during the first trimester of the academic school year. Students read "twin text" sources, meaning, fiction and nonfiction literary selections focusing on a common theme to help identify and understand narrative and expository text structures. Four first grade students reading at or above the third grade level were exposed to the six comprehension strategies outlined by Barton and Sawyer (2003). Students used distinctly separate graphic organizers to record information and subsequently organize and structure their paragraph summaries within each genre. One common grading rubric measured ideas, word choice, smooth sentences and current copy. After a three-week intervention with three sets of twin texts, the average retention scores reached 94.2% and 96.2% of total points for narrative and expository texts, respectively. Based on selected student improvement, the teacher expects to apply the instruction of summarization skills in both genres to the remaining students in the first grade classroom. (Contains 7 tables and 2 endnotes.)