THIEVES: Stealing Text Features
Lesson 3 of 4
Objective: SWBAT: identify and understand how the Title, Headings, Introduction, Every First Sentence in a Paragraph, Visuals and Vocabulary, End of Chapter Questions, and Summary assist in understanding an informational text.
So, before my students either exit RTI, or move to the next grade level, I have to administer the Diagnostic Reading Assessment, or the DRA. As I'm doing this, though, the rest of my students need a lesson where they can feel successful, stay engaged, and continue learning.
I think that most teachers feel uneasy about administering a pretty serious assessment to a single student, while leaving the rest of the kids to their own devices, but it can be done. Here's what my class looked like as I was administering the DRA today:
The kids on the sofa are working on completing their DRA.
The other 6th grade teacher at my school, my PLC partner, gave me this lesson and I really like it. I've done a lot with text features in the past, but I'd never heard of the acronym "THIEVES." It stands for:
E: Every First Sentence in a Paragraph
V: Visuals and Vocabulary
E: End of Chapter Questions
The article, Meet Mr. Mama Bear, from the Jamestown Reading Navigator, doesn't have some of these features, but that's okay. I feel that they may need to only practice identifying and using some of them for now, anyway.
Students will read the article first all the way through, then will be give the THIEVES worksheet. Too often, with my struggling readers, they don't read the text when they know they have to answer questions about it. They will skim and scan for answers, but won't take the time to truly read and understand a text.
This will be good to use for our Read Aloud, Extra Credit. A follow-up lesson might have them apply THIEVES to that book!