Power Strategy Before Break
description
Transcript of Power Strategy Before Break
![Page 1: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/1.jpg)
During Reading: Managing the
Reading Task
Help students develop a deeper understanding when reading their
textbook.
![Page 2: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/2.jpg)
“… 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
![Page 3: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/3.jpg)
H K !1.Alone use the section 8.5 to
answer the questions.
2.Finish the questions as quickly as possible by yourself.
3.With a partner use the article to complete the TAG.
![Page 4: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/4.jpg)
![Page 5: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/5.jpg)
Questions1. How can an activator and an inhibitor have different effects on an
allosterically regulated enzyme?
2. Which of the following characteristics is not associated with allosteric regulation of an enzyme’s activity?
A. A mimic of the substrate competes for the active site.
B. A naturally occuring molecule stabilizes a caalytically active conformation.
C. Regulatory molecules bind to a site remote from the active site.
D. Inhibitors and activators may compete with one another.
E. The enzyme usually has a quaternary structure.
3. Define feedback inhibition:
![Page 6: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/6.jpg)
![Page 7: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/7.jpg)
![Page 8: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/8.jpg)
Turn and Talk
Compare and contrast the questions and the T.A.G.
![Page 9: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/9.jpg)
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.
![Page 10: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/10.jpg)
Brainstorm Together Strategies
![Page 11: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/11.jpg)
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
![Page 12: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/12.jpg)
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.
![Page 13: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/13.jpg)
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.
![Page 14: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/14.jpg)
• 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.
![Page 15: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/15.jpg)
• 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.
![Page 16: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/16.jpg)
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
![Page 17: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/17.jpg)
IN THE CLASSROOM
• Headings questioning
• Boldfaced type predicting
• Glossary words analyzing
• Sidebar information summarizing
• Subheadings
• Key paragraphs
![Page 18: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/18.jpg)
Textbook Activity GuideFocus 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 partnerWR= Write a written response on your ownSkim= Read quickly for the stated purpose; discuss with partnerMap= Complete a semantic to represent the informationPP= Predict with partner
Skim
Skim, P
P, WR
Skim, P
![Page 19: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/19.jpg)
Power Strategies
• Content/Specialized Vocabulary• Text Features• Text Structures• Monitoring Understanding• Previewing Text• Activating Background Knowledge• Questioning• Noting, Organizing, and Retrieving Information
![Page 20: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/20.jpg)
Word Sort
![Page 21: Power Strategy Before Break](https://reader033.fdocuments.in/reader033/viewer/2022052523/5550d992b4c90599308b53f8/html5/thumbnails/21.jpg)
BREAK