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  1. 1. T.H.I.E.V.E.S “Sneak” into a book and“steal” the information before reading a non-fiction book!
  2. 2. What is that?! A mnemonic device It identifies the elements of the textbook chapter that should be thoroughly surveyed and pondered BEFORE actual reading. Direct students to “sneak” into the chapter and “steal” information ahead of time- be “greedy” and take as much as the can!
  3. 3. Who should use this? T.H.I.E.V.E.S has stood the test of time. It supports students in their pursuit of meaningful textbook reading, from upper elementary grades through college classrooms. Students from middle elementary levels to young adults in college-level reading courses have learned and applied. T.H.I.E.V.E.S
  4. 4. Why Y.O.U should useT.H.I.E.V.E.S?Subsequent reading will become more relevant and meaningful. It will also be more readily recalled!
  5. 5. T is for Title The title is the entrance to a chapter- and it’s most often skipped! In essays, a title can unlock the entire thesis. Though you “can’t tell a book by its cover” students can get a lot of information from its title! QUESTIONS STUDENTS NEED TO ASK THEMSELVES What is the title? What do I already know about this topic? What does it have to do with the preceding chapter? Does it express a point of view? What do I think we will be reading about?
  6. 6. H- Headings Headings are the QUESTIONS gateway to important STUDENTS NEED general subject areas TO ASK within chapters THEMSELVES Visible Organizers What does this heading Students can string let me know I will be headings together to reading about? What generate a summary is the topic of the of the chapter paragraph beneath it? How can I turn this heading into a question that is likely to be answered in the
  7. 7. I- Introductions (How do you do?)•Introductions QUESTIONS STUDENTS NEED TOprovide aframework ASK THEMSELVES•Offers a Is there an opening, perhapsbackground andsetting italicized? Does the first paragraph•Chapter goals introduce the chapter? What doesand objectives the introduction let me know I willare often statedin the be reading about? Do I knowintroduction anything about this already?•Notify studentsthat sometimesintroductions arenot labeled
  8. 8. E- Every 1st Sentence in a Paragraph We’re #1! Ask students to read the first sentence of each paragraph. Often the first sentence is the topic sentence.
  9. 9. I spy…V- Visuals and Vocabulary “A picture is worth a QUESTIONS 1,000 words!” STUDENTS NEED Perusing TO ASK photographs, charts, THEMSELVES graphs, maps, or Are there tables provides a photographs, segue into reading drawings, maps, Integrates an charts, or graphs? important processing What can I learn from sense them? How do the captions help me
  10. 10. E- End of Chapter Questions Flag important points QUESTIONS STUDENTS NEED TO ASK and concepts THEMSELVES Knowledge of the What do the questions questions ahead of ask? What information do they earmark as time help direct and important? What establish a purpose information do I learn for reading from the question? Let me keep in mind the “Why” questions are questions I am to particularly answer so that I may annotate my text where informative pertinent information is located.
  11. 11. S- Summary (To summarize, we love T.H.I.E.V.E.S!)  Provide a general frame of reference for the detailed content of the chapter  Students can more easily understand and recall information about subjects when the have some prior knowledge
  12. 12. HOW TO: Introduce T.H.E.I.V.E.S Acronym is presented vertically on a large board.  Once identified as a strategy for previewing text students are challenged to discern the meaning of the letters.  They are encouraged to look through the actual chapter looking for clues. Practice the first application of T.H.I.E.V.E.S as a group with the chapter you are about to encounter. The application of T.H.I.E.V.E.S becomes an integral step in reading textbook chapters throughout the year.
  13. 13. I Intro Continued During preliminary applications of T.H.I.E.V.E.S, students should highlight what they preview. -This intensifies the process by adding an active sensory component! T.H.I.E.V.E.S. is readily applicable to a wide range of material. TH.I.E.V.E.S may also be used as a review for chapter test.
  14. 14. It really works! A college student credited his perfect score on his criminal justice course to T.H.I.E.V.E.S  He applied the strategy and beamed when he noted the irony of being such an adept “thief” A 5th grader hated reading his science textbook, and his tutor introduced T.H.I.E.V.E.S  His familiarity with the chapter helped him to move efficiently through the assignment  “Man… that went fast!... I won’t tell anyone how great it was to be a thief!”
  15. 15. Hope to see your kids “stealing” soon!Liff Manz- an educational therapist and instructor; A Strategy for Previewing Textbooks: Teaching Readers to become T.H.I.E.V.E.SR. Wassman and L. Rinsky- Effective Reading in a Changing World Patricia Dietrich Alyssa Muto