multiple genres TEKS talk image

Knowledge and Skills Statement

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

a text that presents information in order to explain, clarify, and/or educate
an organizing structure that presents ideas or information in a logical and rational sequence and is often used in argumentative and informative writing
an organizational structure in which information is structured from most to least important or least to most important
Informational text is often presented according to common organizational patterns. A history text, for example, might be presented in chronological order to help the reader understand the events that led up to the turning point. Identifying the organizational pattern(s) in informational text will help students make sense of what they read.
In reading, students are expected to have a clear idea of the particular attributes informational text. For example, students should know that informational text has unique characteristics, such as a central idea, and often include graphic features, such as timelines, tables, sections, and bullets.
Students should be able to recognize the way an informational text is structured or organized. For example, an author may choose to organize an article using a compare-and-contrast approach to draw attention to the pros and cons of a particular topic.


Meyer, B. J., & Ray, M. N. (2011). Structure strategy interventions: increasing reading comprehension of expository text. International Electronic Journal of Elementary Education,4(1), 127–152. Retrieved from

Summary:  In this study, the researchers review current structure strategies implemented to increase reading comprehension of expository text.  The article includes a discussion on the six structure strategies and how they have been historically designed. The finding of the study proposes five new recommendations for teacher instruction.