For Other Professionals
Classroom Strategies
First Lines
First Lines is a pre-reading comprehension strategy in which students read the beginning sentences from a book and then make predictions about that book. This technique helps students focus their attention on what they can tell from the first lines of a story, play, poem, or other text. As students read the text in its entirety they discuss, revisit and/or revise their original predictions.
Why use first lines?
- It helps students learn to make predictions about the content of what they're about to read or what is about to be read to them.
- It helps students focus their attention on what they can tell from the first lines of a story, play, poem, or other text.
| When to use: | Before reading | During reading | After reading |
|---|---|---|---|
| How to use: | Individually | With small groups | Whole class setting |
How to use first lines
- Choose the assigned reading and introduce the text to the students. Ask students read only the first line of the assigned text, or if using your read aloud, read aloud only the first line.
- Ask students to make predictions for the reading based on the first sentence.
- Engage the class in discussion about the predictions.
- Encourage students to return to their original predictions after reading the text, assessing their original predictions and building evidence to support those predictions which are accurate. Students can create new predictions as well.
Children's books to use with this strategy
Ramona and Beezus
Fiction
"Beatrice Quimby's biggest problem was her little sister Ramona."
Stink the Incredible Shrinking Kid
Fiction
"Shrimp-o! Runtsville! Shorty Pants! Stink was short. Short, shorter, shortest. Stink was an inchworm. Short as a … stinkbug!"
Where the Wild Things Are
Picture book
"The night Max wore his wolf suit of one kind and another, his mother called him 'Wild Thing' …."
Winnie the Pooh
Fiction/fantasy
"Here is Edward Bear, coming downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin."
Differentiated instruction
For second language learners, students of varying reading skill, students with learning disabilities, and younger learners
- Include writing as a way of organizing predictions and/or thoughts generated from discussions.
- Have students work in groups and support each other as they make a prediction.
- Remind students that there is not a "right" or "wrong" way to make predictions about a text.
- Emphasize that they should be able to support their predictions from the information in the sentence.
See the research that supports this strategy
Beers, K. (2003). When Kids Can't Read — What Teachers Can Do: A Guide for Teachers 6-12. Portsmouth, NH: Heinemann.
Just for teachers, just for fun
Watch this NPR story on famous lines from books appropriate for adults.
I like using this strategy before I read a book aloud. My students love to be right!
Posted by: Maureen Rogers | January 18, 2011 05:55 PMI always use this strategy. The kids love it. Remember, every prediction is correct as long as it is resonable so sometimes we don't read the book at all. We just make interesting predictions!
Comments
I love this strategy! I'd never heard of it before, but I'll use it all year long! Thank you!
Posted by: Monique Smith | July 13, 2009 07:11 PM