During Reading: Managing the

Reading Task

Help students develop a deeper understanding when reading their

textbook.

“… 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

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.

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:

Turn and Talk

Compare and contrast the questions and the T.A.G.

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.

Brainstorm Together Strategies

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

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.

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.

• 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.

• 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.

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

IN THE CLASSROOM

• Headings questioning

• Boldfaced type predicting

• Glossary words analyzing

• Sidebar information summarizing

• Subheadings

• Key paragraphs

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

Power Strategies

• Content/Specialized Vocabulary• Text Features• Text Structures• Monitoring Understanding• Previewing Text• Activating Background Knowledge• Questioning• Noting, Organizing, and Retrieving Information

Word Sort

BREAK