THIEVES
Preparation
- Identify the text you would like to focus on. You should find a text that includes the text elements included in THIEVES. This acronym is usually most appropriate for traditional textbook-style chapters.
- Prepare a handout and/or poster that defines each element of the acronym “THIEVES.”
- Prepare a 2-column chart for each student. The left column should be narrow, and should include the letters/corresponding words of the acronym “THIEVES.” The right column should be wide.
- As students gain much more proficiency with this strategy, they will eventually be able to use it without relying on a graphic organizer, and instead will be able to follow the steps of THIEVES and record their observations in text annotation.
Activity Steps
1
Teacher reviews the THIEVES handout, and goes over the text elements included in each step.
2
Teacher displays a sample text, and models using the THIEVES acronym to preview the various elements of the text. Teacher thinks aloud about the information each text feature provides, and summarizes this information in the graphic organizer.
3
Teacher distributes text and graphic organizers. Students prepare to work alone or in pairs.
If you decide on pairs, it can be nice to assign pairs so that struggling readers can be supported by stronger readers.
4
Students read the title of the text. They write the title in the “T” box on the graphic organizer, and jot down their predictions/inferences based on the title.
5
Students read through all the headings in the text. They jot down what they learn/anticipate/infer from these headings in the H box of their graphic organizers.
As you circulate, ask students questions such as:
Based on the headings, what information will each section contain?
Which sections look most important?
How can you turn these headings into guiding questions?