SLA multiple genres strand 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.

Following instruction on informational text features, send students on a features scavenger hunt with a text they have read. Have students use a checklist to identify the features they find and note how each feature helps them understand the text.

Further Explanation

This SE requires the student to identify various text features that are common to informational texts. The student uses the student’s knowledge of how these features help the reader better understand what the author is saying.

in a piece of writing, a statement by the writer recognizing those who contributed to the piece or assisted the writer
Students should identify various text features (e.g., introductions, references, acknowledgments) that are used in informational texts. Students should understand how these features give readers background information to help them better understand what the author is saying. For example, an author might include a preface to introduce a book by providing background and context about what inspired the author to write about that subject. This can help the reader better interpret the messages or themes in the writing.
opening statement to a book or text typically written by someone other than the author
in a piece of writing, the opening paragraph(s) used by a writer to encourage the audience to read what follows In informational, persuasive and argumentative pieces, it indicates what the paper or book will be about.
preliminary statement to a book or text usually written by the author to address the work itself such explaining the subject of the text or the reason for writing it
a list of sources mentioned or used by a writer in developing a text References usually appear at the end of a work.


1. Davidson, M., & Berninger, V. (2016). Informative, compare and contrast, and persuasive essay composing of fifth and seventh graders: Not all essay writing is the same. Journal of Psychoeducation, 34(4), 311–321.  doi:10.1177/0734282915604977

Summary: In this study, middle school students write three genres using background knowledge, graphic illustrations to enhance mental images, and oral reading (listening comprehension). The results of the study suggest that students exhibited considerable difference between the genre, writing quality, organizational skills, and length. The study provides teachers with an overview of approaches that may support students to write in multiple genres. Importance is placed on assessing genres.

2. White. A. (2016). Using digital think-alouds to build comprehension of online informational texts. The Reading Teacher, 69(4), 421–425. doi:10.1002/trtr.1438

Summary: This article targets the ongoing consumption and creation of information online and in other digital spaces. White suggests that the ever-changing contexts presents significant complexities for students. Students are required to develop skills, strategies, and attitudes that promote and support ways to critically navigate and discuss information accessed online.