My research this week in Module 3 of a masters childhood literacy course involved teachings by Zhihui Fang and also teachings by Doug Buel. For the assignment I referenced a 6th grade science text found at https://www.oakmeadow.com/wp-content/uploads/2022/01/Grade-6-Basic-Life-Science-Coursebook-Curriculum-Sample.pdf and also a 6th grade English text found at https://www.oakmeadow.com/wp-content/uploads/2022/01/Grade-6-English-Coursebook-Curriculum-Sample.pdf.
Fang’s Abstract
Fang points out an abstract should comprise elements of discover, instruct, begin, reveal, and achieve.
In the science text reference I discovered what could be interpreted as all elements in Fang’s abstract requirements.
Fang’s Instruction Embedded in Text
Fang teaches an element of going beyond the Fab 5 for middle school literacy as instructions being embedded in test.
In the English text reference, unlike the science reference below, I found the reading to be in a one-way direction with little, if any, questioning along the way.
In the science text reference I did note a thoughts balloon embedded in the text which I interpret as a question along the reading.
Buel’s Fundamental Comprehension
Per Buel, a Fundamental Comprehension includes connections to prior learning.
In the English text reference the English lesson text incorporated prior learning and prerequisites.
In the science text reference, however, there appeared to be no mention of expected prior learning. The lesson seemed to dive right in without background.
Buel’s Writing Standard
As element of Buel’s Writing Standard includes validity.
In the English text reference the two introductory paragraphs in Lesson One describe sentence structure, what it is, and why it matters.
In the science text reference the introductions of science, scientists, and scientific theory appear to add validity for the student reader.
Mark Fearer EDRD 619 blog 
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