THIEVES: Stealing Text Features

11 teachers like this lesson
Print Lesson


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.

Big Idea

By using the THIEVES model in my Response to Intervention Class, students are able to chunk and decode an informational text.


35 minutes

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:

T: Title

H: Headline

I: Introduction

E: Every First Sentence in a Paragraph

V: Visuals and Vocabulary

E: End of Chapter Questions

S: Summary

You could use any article with this lesson. I recommend or so that you can level and individualize the texts for your students.

Students will read the article first all the way through, then will be given 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!