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Power Strategy Before Break
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Power Strategy Before Break


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Content area teacher

Content area teacher

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  • Transcript

    • 1. During Reading: Managing the Reading Task Help students develop a deeper understanding when reading their textbook.
    • 2. “… the clearest differentiator in reading between students who are college ready and students who are not is the ability to comprehend complex texts.” ACT: Reading Between the Lines
    • 3. H K !
      • Alone use the section 8.5 to answer the questions.
      • Finish the questions as quickly as possible by yourself.
      • With a partner use the article to complete the TAG.
    • 4.  
    • 5. Questions
      • How can an activator and an inhibitor have different effects on an allosterically regulated enzyme?
      • Which of the following characteristics is not associated with allosteric regulation of an enzyme’s activity?
        • A mimic of the substrate competes for the active site.
        • A naturally occuring molecule stabilizes a caalytically active conformation.
        • Regulatory molecules bind to a site remote from the active site.
        • Inhibitors and activators may compete with one another.
        • The enzyme usually has a quaternary structure.
        • Define feedback inhibition:
    • 6.  
    • 7.  
    • 8. Turn and Talk
      • Compare and contrast the questions and the T.A.G.
    • 9. T.A.G.
      • Textbook Activity Guide
      • Designed to support students as they read their textbooks. Prompts are written for the students to help them focus on strategic processes and self-monitoring strategies needed to understand text.
    • 10. Brainstorm Together Strategies
    • 11. T.A.G. Codes
      • P- predict
      • W- provide written response
      • S- read quickly for stated purpose
      • Map- complete a semantic map
      • PP-predict with a partner
    • 12. Emerging Readers
      • Falter in their development as readers
      • Try to read informational text/textbooks using the same reading processes they would have used to read narratives.
      • Find themselves lost/ not enjoying reading.
    • 13. Why Would I Use a T.A.G.?
      • A TAG benefits students who have difficulty reading their textbooks. The guide allows you to highlight critical content while teaching/supporting students as they learn to use the available text supports.
    • 14.
      • Asking questions or creating prompts that help students experience the problems or events from the perspectives of primary involvement.
      • Help students maintain reading focus with strategies.
      • Modeling and expecting student questions during reading as a way of maintaining purposeful reading
      Teacher’s Job During Reading is Assisting Students as They Manage the Reading Task.
    • 15.
      • Using charts and graphic organizers to organize, document, and display group thinking, questioning, and learning.
      • Using comparison/contrast to help students connect new to known.
      • Helping students infer and question their way through the text.
      • Demonstrating fluent reading processes by monitoring reading and stopping when reading does not make sense.
      • Giving students opportunities to document changes in thinking as new material is presented.
    • 16. How Does a TAG Work?
      • Prior to assigning a chapter to be read in the textbook, read through the chapter to highlight critical content.
      • Create TAG prompts to help students discover the content through reading and the use of conventional text supports.
      • The TAG you create should lead the students to the page(s) where they would find information.
      • Students use the interactive guide with a student partner or cooperative learning groups.
      • A TAG works most effectively after you have taught your students about text supports
      • Headings questioning
      • Boldfaced type predicting
      • Glossary words analyzing
      • Sidebar information summarizing
      • Subheadings
      • Key paragraphs
    • 18. Textbook Activity Guide
      • Focus on______________________________________________________________
      • Complete the following textbook activity guide with your learning partner or group by following the strategy codes below.
      • P= discuss with your group or partner
      • WR= Write a written response on your own
      • Skim= Read quickly for the stated purpose; discuss with partner
      • Map= Complete a semantic to represent the information
      • PP= Predict with partner
      Skim Skim, P P, WR Skim, P
    • 19. Power Strategies
      • Content/Specialized Vocabulary
      • Text Features
      • Text Structures
      • Monitoring Understanding
      • Previewing Text
      • Activating Background Knowledge
      • Questioning
      • Noting, Organizing, and Retrieving
      • Information
    • 20. Word Sort
    • 21.
      • BREAK