This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

• locate information from age-appropriate Japanese-language resources to complete authentic tasks
• convey acquired information in oral and visual forms, and to some extent in writing using some words and short phrases in romaji 

To view the prescribed learning outcomes for Acquiring Information in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Ask students to create individual maps of their neighbourhoods and label the school, their homes, and any other significant buildings. As an extension, show an overhead transparency of a neighbourhood map. Encourage individual students to plot significant locations and explain to the class their routes to and from school.
• Invite a guest (or student) who is fluent in Japanese to demonstrate how to set a traditional Japanese dining table. Provide students with task sheets showing the steps in incorrect order, and have them renumber the steps correctly. Students then create collages of pictures related to the demonstration and give short commentaries.
• Ask students in pairs to survey others about their favourite books, foods, clothing, and restaurants. Have each pair compare results with other pairs or with students from another Japanese class.
• Before students view authentic documents such as menus, have them brainstorm information they usually find on menus. Encourage them to apply this knowledge to make educated guesses about Japanese menus.
• Provide students with a selection of age-appropriate articles, magazines, and reference materials. From these, students select topics and create visual displays of what they have learned. The displays should include some simple labels in Japanese.

SUGGESTED ASSESSMENT STRATEGIES

• When students work on activities in which they create and label visual representations (e.g., creating maps or making visual displays), note the extent to which they:
  • compose appropriate labels
  • use resources to help them write the labels correctly
  • take risks to include some words or phrases that are new to them
• Assign partners and have each pair choose from an envelope a card containing simple instructions or directions. As students work together to perform their tasks, look for evidence that they can:
  • identify key words to acquire the main ideas
  • extract meaning to enable them to perform the tasks
  • make logical predictions based on the situation and their prior knowledge
  • complete the tasks independently
• Provide students with opportunities to reflect on and self-assess their work. Pose questions such as:
  • What strategies or approaches did you find useful to get information from the Japanese materials?
  • What did you have to do differently when working with Japanese resources than with resources in English or other languages?
  • What words, phrases, or patterns did you discover that you want to remember?

RECOMMENDED LEARNING RESOURCES

• Basic Japanese-English Dictionary
• Everyday Japanese
• Japan: An International Travel Map
• Japanese - An Appetizer
• Martin's Concise Japanese Dictionary
• Merriam Webster's Japanese-English Learner's Dictionary

• Niko Niko

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