1. Ticket Out the Door: What does the acronym THIEVES stand for?

2. What is the most valuable item that a thief can steal?

3. Information (knowledge)

4. Why is information so valuable?

5. You can become THIEVES in any class like science, history, and health!

6. Why is this important?

7. You can steal information from any non-fiction to make predictions before reading.

8. READY TO BE THIEVES?

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

10. 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!

11. 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

12. Why Y.O.U should use T.H.I.E.V.E.S? Subsequent reading will become more relevant and meaningful. It will also be more readily recalled!

13. 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?

14. H- Headings Headings are the gateway to important general subject areas within chapters Visible Organizers Students can string headings together to generate a summary of the chapter QUESTIONS STUDENTS NEED TO ASK THEMSELVES What does this heading let me know I will be reading about? What is the topic of the paragraph beneath it? How can I turn this heading into a question that is likely to be answered in the content?

15. I- Introductions (How do you do?) QUESTIONS STUDENTS NEED TO ASK THEMSELVES Is there an opening, perhaps italicized? Does the first paragraph introduce the chapter? What does the introduction let me know I will be reading about? Do I know anything about this already? Introductions provide a framework Offers a background and setting Chapter goals and objectives are often stated in the introduction Notify students that sometimes introductions are not labeled

16. E- Every 1 st Sentence in a Paragraph Ask students to read the first sentence of each paragraph. Often the first sentence is the topic sentence. We’re #1!

17. V- Visuals and Vocabulary “A picture is worth a 1,000 words!” Perusing photographs, charts, graphs, maps, or tables provides a segue into reading Integrates an important processing sense QUESTIONS STUDENTS NEED TO ASK THEMSELVES Are there photographs, drawings, maps, charts, or graphs? What can I learn from them? How do the captions help me better understand the meaning? I spy…

18. E- End of Chapter Questions Flag important points and concepts Knowledge of the questions ahead of time help direct and establish a purpose for reading “Why” questions are particularly informative QUESTIONS STUDENTS NEED TO ASK THEMSELVES What do the questions ask? What information do they earmark as important? What information do I learn from the question? Let me keep in mind the questions I am to answer so that I may annotate my text where pertinent information is located.

19. 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

20. T – Title H – Headings I – Introduction E – Each first sentence V – Vocabulary and Visuals E – End of chapter questions S - Summary

21. READY TO BE THIEVES?