Is the KEY Comprehension series a single resource?

NO. There are three separate resources in the series:
1. KEY into reorganisation
2. KEY into inference
3. KEY into evaluation (includes reaction)
Although they can be purchased/used separately they are linked.
The best order of use is as above.

What are the 3 levels in each KEY resource?

Each of the KEY Comprehension resources contains three levels. They are all included in each resource – you cannot buy the levels separately.
The levels are:
Level One     8 – 10 years
Level Two   10 -12 years
Level Three 12 – 14+ yrs
These are decoding ages – not chronological age levels.

What are the KEY series Additional Guide and Answer books?

Each kit has two books –

1. Copymaster book
2. Guide and Answers book  
That is all one teacher needs to work with the resource. 

The Additional Guide and Answers books are the same as the one you purchase in each kit. 

If more than one teacher is to be working with a resource, then each teacher can have their own Guide and Answers book and share the Copymasters.

Who can purchase Additional Guide and Answers?

Additional Guide and Answers are only available for purchase when at least one full kit has been purchased.

If a school has more than one campus, each campus must have its own full kit. 

Private individuals and providers, itinerant specialists and businesses may not purchase Additional Guide and Answer books.

Who are the KEY Comprehension series targeting?

Every student will benefit from some work with the resources.

Even the able students should do some work with the level that is most appropriate.  If a student is competent with the material in Level 3 then they can be said to have mastered that particular comprehension skill. 

Generally speaking, the resources are for use with students of 8 years and upwards. 

They are valuable for adult students and for anyone for whom English is not the first language.

Where should a student start?

It is a good idea to start a student at a level where they can read the words with ease.

This means that decoding is not an issue, or a stress. They can concentrate on practicing the comprehension strategies needed to answer the questions without struggling through the words. 

This may mean starting at a point lower than their reading age.  If a student can read words at the 10 – 12 year level, it would be best to start them at Level 1 which has a decoding age of 8 – 10 years.

This does not mean the material is aimed at children who are 8, 9 and 10 years old. 

It is also suitable for adults. 

Should I use each item in the order they are presented?

There is a slight grading of the items, with the easier ones coming first and the more difficult ones being presented toward the end. 

However, there is no hard and fast rule – a teacher should use judgement in deciding which items to use with the students. 

They do not all have to be used. When a student is ready to move on to the next level, they should do so.

The resources are designed to be used flexibly.

Is it okay to teach evaluation bypassing reorganisation & inference?

It is always best to ensure that the skills of reorganisation and inference are well understood and used competently before embarking on evaluation. 

Evaluation is a combination of these two skills, and therefore requires more ‘reading between and beyond’ the lines. 

There are more questions that require an abstract answer in KEY into evaluation than there are in the other resources. 

This can be difficult even for adult students.