T.H.I.E.V.E.S “Sneak” into a book and“steal” the information before reading a non-fiction book!
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!
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
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!
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?
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
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
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.
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
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.
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
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.
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.
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!”
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