A Production of Georgia Public Broadcasting · Georgia Public Broadcasting (GPB) is not a state accrediting agency. It is a non-profit telecommunications resource for educational,

A Production of

Georgia Public Broadcasting

Facilitator Handbook

Facilitator Checklist

• Before the semester begins, you should have . . .

□ Textbooks → see page 12 □ Workbooks → see page 12

Textbooks and workbooks must be purchased from either BookSurge.com (1-866-308-6235, ext. 5962) or Amazon.com. Please allow time for shipping before classes begin.

□ video lessons (JPN I: L.1 ~ L.73, JPN II: Review 1 & 2, L.1 ~ L.63)

Lessons are available for streaming from the GPB Digital Library or can be purchased in complete DVD Media Sets.

□ Facilitator Materials 2-disc CD-ROM set (one set per facilitator)

Disc 1: Facilitator Assignment Guide → see page 13 Particle Practice Sheets / Answer Keys → see page 12 Reading and Writing Practices / Answer Keys → see page 12 Suggested Activities Guide → see page 13 Video Check Sheets → see page 13 Disc 2: Assessment Materials → see page 13

□ an Audio Interaction (A.I.) Information Sheet → see page 8

□ a customized semester schedule for your class(es) → see page 8 □ an Irasshai Hotline contact information sheet → see page 25

If you haven't received the Facilitator Materials CD-ROMs or the last three items listed above, please call the Irasshai Hotline at 1-800-883-7444 or (404) 685-2811 or send an e-mail to [email protected].

• Before the first class, you should... □ ensure that all equipment operates properly (computers with high-speed Internet access, TV, DVD player, phone line and speaker phone – cell phone use is not recommended for A.I. sessions).

• Before the first Audio Interaction (A.I.) session, you should... □ ensure that you have the A.I. Information Sheet with designated toll-free number and the time for the session. → see page 8

• After finalizing student enrollment, please send us... □ a purchase order, if not already sent, for payment of student registration fees and/or any optional materials purchased (DVD Media Sets, additional or replacement Facilitator Materials CD-ROMs, etc). □ Student Photo Permission Forms along with a group picture of your students. Individual student photos will be accepted from single-student schools only.

Print out form from the website (for facilitators → online forms).

Irasshai Facilitator Handbook © 2008 Georgia Public Broadcasting i

mailto:[email protected]

• 2~5 days before the scheduled test date(s), you should... □ give the checklist for the test and the practice test to students (on Disc 2, the assessment disc). Please check your semester schedule for details. Please do not send the practice tests to the Irasshai office.

□ go over the practice test with students in class using the answer key. → see page 14

• After giving the test(s), you should... □ make a copy of each test for your records in case there is a problem with mail delivery to and from the Irasshai office.

□ mail the original(s) to the Irasshai office: Irasshai Georgia Public Broadcasting, Education 260 14th Street, N.W. Atlanta, GA 30318 → see page 18

Please allow one week for test grading. If you need the grades immediately, please contact the Irasshai office at 1-800-883-7444 or (404) 685-2811. Home school tests received two weeks or more after the scheduled test date will be returned un-graded.

• Throughout the semester, please... □ report student withdrawals, substitutions and additions as soon as possible.

Submit form online (for facilitators → online forms). → see page 15 □ call the Irasshai Hotline at least one hour before the regular Audio Interaction session starting time if you need to cancel or change the time of your A.I. session. → see page 16

• At the end of each 9-week or semester grading period, please… □ submit an online Grade Report Form (for facilitators → online forms).

If your school has a different grading system, please send the cumulative grade and its components for each student. → see page 20

• At the end of each semester, please... □ give the final exam to students according to your customized semester schedule and grade the exams using the provided answer key (on Disc 2, the assessment disc).

Please do not send final exams to the Irasshai office. → see page 20

Irasshai Facilitator Handbook © 2008 Georgia Public Broadcasting ii

CONTENTS

Introduction 1 Facilitating 1 Standards and Accreditation 1

Course Curriculum 2 What Will Students Learn in Irasshai? 2 Performance Indicators: Japanese I 2 Japanese II 4 Japanese III 5 A Word about Curriculum Design and Content 6

Instructional Approach 7 How Students Learn with Irasshai 7

Special Considerations in Learning Japanese 7 Putting All the Components Together 8 A Typical Irasshai Semester 8

A Typical Irasshai Week 9 Supplemental Materials: 9 i-irasshai – a Virtual Tour of Japan 9 Hiragana, Katakana and Kanji CD-ROMs 10 Japan Video Topics 10 Culture Matrices 10 Irasshai e-Shinbun 10

Facilitator Responsibilities 10

General Responsibilities 11 Video Lessons 12

Textbooks / Audio Interaction (A.I.) Pages 12 Workbooks / Particle Practice Sheets 12 Reading and Writing Practices 12 Help Students Get Organized 13 Facilitator Materials 2-Disc CD-ROM Set 13 Disc 1: Facilitator Assignment Guides 13

Particle Practice Sheets / Answer Keys 13 Reading & Writing Practices / Answer Keys 13 Suggested Activities Guides 13 Video Check Sheets 13

Disc 2: Assessment Materials 13 Online Forms 14

Grade Report Form 14 Student Photo Permission Form 14 Student Reflection Form 14

Withdrawal, Substitution and Addition Form 15 Audio Interaction (A.I.) Sessions 15

Assessment 16 Audio Interaction (A.I.) Assessment 16

General Information 16 Types of Practices and Their Respective Weights 17 Facilitator A.I. Progress Reports 17

Irasshai Facilitator Handbook © 2008 Georgia Public Broadcasting iii

CONTENTS (cont.) Student A.I. Progress Reports 17 Audio Interaction (A.I.) Grades 18

Tests and Quizzes 18 Assignments 19 Participation 19 Final Exams 20 Calculating Grades 20 Reporting Grades to Irasshai 20 What about Students Who Are Absent? 21 Home Schools / Single-Student Schools and A.I. Sessions 21

The Irasshai Website 22

Key Features of the Irasshai Website 22 Suggested Internet-Related Schedule 24

The Irasshai Hotline and Contact Information 25

Appendix ACTFL Japanese Proficiency Guidelines A1 Examples: A.I. Information Sheet A5 Semester Schedule A6

Facilitator A.I. Progress Report A7 A.I. Progress Report Objectives and Grading Scale A8

Student A.I. Progress Report A9

Irasshai Facilitator Handbook © 2008 Georgia Public Broadcasting iv

INTRODUCTION IRASSHAI: WELCOME! Welcome to the Irasshai team! Your role as facilitator is critical to the effective operation of this instructional program. We at Irasshai are depending on you to assist us, and we want to make your work as pleasant and as interesting as possible. If you are new to Irasshai, you may have received a 20-minute Irasshai Facilitator Orientation Video (most returning schools already have it; if you do not have a copy and would like one, please contact the Irasshai office). Please take some time to view it and to read this handbook. Together, they will give you an overview of Irasshai, tips for effective facilitation and detailed information about the procedures to be followed during the course. YOU ARE THE KEY The role of the facilitator is very important in any distance learning program, and Irasshai is no exception. Both common sense and research (Yi & Majima 1993) tell us that when the facilitator is interested in a distance learning course and models active participation, student interest and learning are greater. You are the key person in making the distance learning experience a successful one for your students. As part of the Irasshai team, you will be asked for your suggestions for improving the program, so please make note of any ideas you want to share with the rest of the team. You are the person closest to the learners, so your observations are extremely valuable. Thank you for your efforts. FACILITATING Georgia’s regional accrediting agency, the Southern Association of Colleges and Schools (SACS), requires that the teacher at the originating site hold proper certification. Dr. Tim Cook, Irasshai’s nationally acclaimed Emmy-award winning course instructor, is professionally certified by the Georgia Professional Standards Commission, the licensing authority in Georgia; thus Georgia sites may use facilitators who are not certificated personnel. Schools in other regions of the country should check with the proper state agency and/or regional accrediting body. STANDARDS AND ACCREDITATION Irasshai was developed by an advisory board of renowned experts in second language acquisition and Japanese language and culture. Please see our website (http://www.gpb.org/irasshai - Introduction) for a list of the advisory board members. The curriculum design was guided by standards established by the American Council on the Teaching of Foreign Languages (ACTFL). Georgia Public Broadcasting (GPB) is not a state accrediting agency. It is a non-profit telecommunications resource for educational, informational and cultural programming utilizing television, radio and the internet. Irasshai is one of many educational programs produced and provided by GPB. Schools that enroll with Irasshai take the responsibility of awarding credit to participating students. Home school participants must work directly with a school system and/or other home school office at the local board of education for course credit. Georgia home schools must provide a Declaration of Intent to Home School form to verify such a working relationship. Irasshai has been in operation since 1996 and since that time has enjoyed an enrollment of over 6,500 students across the nation. Yi, Hyangsoon and Junko Majima. 1993 “The Teacher-Learner Relationship and Classroom Interaction in Distance Learning: A Case Study of the Japanese Language classes at an American High School.” Foreign Language Annals 26, 1:21-30.

Irasshai Facilitator Handbook © 2008 Georgia Public Broadcasting 1

http://www.gpb.org/irasshai

COURSE CURRICULUM WHAT WILL STUDENTS LEARN IN IRASSHAI? The purpose of the Irasshai program is to help students develop a beginning level of proficiency in listening, speaking, reading and writing Japanese. Students will also develop an understanding of Japanese culture. By the end of two years of study, it is reasonable that the oral performance level of many students will be at the Novice-Mid level of proficiency on the American Council on the Teaching of Foreign Languages (ACTFL) scale. Students who complete three years of Irasshai may evidence performance in the Novice-High range. At the novice level in any language, learners communicate in short, memorized utterances. Their responses may be one word or a short phrase, and they have little ability to recombine language elements into new utterances. We can expect learners to make many mistakes, and their pronunciation may be intelligible only to native speakers used to dealing with foreigners. The specific language functions included in Irasshai are listed below. We would not expect learners to have full control over these performance indicators at the end of their sequence of study; these same functions must be practiced many times over the two-to-three-year course for students to be comfortable using them. (Please see the Appendix for the ACTFL Proficiency Guidelines for novice learners of Japanese, pages A1~A4.) Performance Indicators: JAPANESE I Use proper greetings Introduce yourself Greet someone for the first time Greet others in the morning/afternoon/evening Say good-bye to friends Use appropriate expressions when visiting a Japanese home Follow the rules of etiquette when visiting a Japanese home Ask for people's names and address them appropriately Address people by name Pronounce Japanese names Ask for and confirm others' names Talk about school and grade Specify a grade level in school Ask and state grade designation State a person's school or work affiliation

Understand basic classroom commands Express approval and disapproval (school rules) Count and use numbers Use numbers from 1 to 99 Ask about and state a person's age Understand and give telephone numbers Tell how old someone will become on his/her birthday Ask for a favor and respond appropriately Apologize to someone Ask permission to use objects


Express appreciation Politely refuse a request

Ask a favor Ask for something Talk about family members Identify the members of your own family and of others' families Ask about and state the number of family members Address family members Talk about certain objects Ask and tell what objects are called in Japanese and English

Ask about and identify classroom and office objects Ask about and describe an object in terms of color, size and ownership

Ask if someone has an object Ask for and state location of objects Ask about and express wants Interact on the telephone State own identity Ask for someone on the phone Ask and answer questions related to time Ask for and tell the time Tell what time activities begin and end Tell what time activities take place Use language related to food and drink Tell some of the foods you eat Tell some of the beverages you drink Use appropriate expressions at the beginning and the end of meals Politely offer food and drink to someone Accept or refuse offers of food appropriately Order food in a restaurant Express the degree to which you like a food Identify some Japanese food items Talk about daily and leisure time activities Ask and tell about holidays and leisure time activities Talk about daily activities Tell where an action occurs Ask and answer questions related to the calendar Tell when your birthday is and ask about others' birthdays Ask for and state the date Ask and state when holidays and other events occur Ask and tell what day of the week activities occur Ask and tell what day of the week a certain date falls Ask about and state what people do at New Year’s Read and write hiragana


Performance Indicators: JAPANESE IIIn addition to what students have achieved in Japanese I Ask and talk about school, grade and school subjects

Identify and comment on school subjects Tell about class schedules Ask about club activities Describe school routines

Express likes, dislikes and abilities Express likes and dislikes Ask and state what you like best Ask and state preferences Ask about and state abilities Give and respond to compliments Interact with friends in a social situation Invite someone to do something

Accept or decline an invitation Present an alternative plan to get acceptance Greet someone after a long interval Ask for and give permission

Talk about the weather Comment on the weather Seek and give information about weather and temperature Talk about certain objects Identify and describe items of clothing Comment of clothing and accessories Count and use numbers Use numbers from 1 to 99,999 Specify quantities of certain items Ask and comment on the price of objects Ask and talk about locations

Ask about and tell the location of objects and places using spatial relationships Ask and state how long it takes to get to a place Ask and state locations using cardinal directions Talk about people and places in geographical terms

Identify major countries and cities of the world Identify language spoken in major countries Ask where someone is from Identify principal geographic features of Japan Identify certain natural features

Describe people/places/objects using the superlative Talk about the experience of learning a language

Tell how long one has been studying Tell where one has studied Comment on the difficulty of studies


Describe one's ability to speak Talk about daily and leisure time activities

Talk about how long someone has done something Tell about favorite free time activities/hobbies/interests Tell about activities you do at school and in the community

Talk about what someone is doing now/was doing at a certain time Relate a sequence of daily/weekend activities Read and write katakana Read and write the following kanji: 月、日、木、人、大、小、何、今 Read the following kanji: 山、川、学、校、中、高、私、火、水、金、土 Performance Indicators: JAPANESE IIIIn addition to what students have achieved in Japanese I and II Ask about and comment on the weather Talk about weather and seasons

Talk about how the weather was Talk about travel Talk about a trip you took Ask and state duration of stay Ask how to get somewhere Describe travel schedules Make transportation arrangements Interact on the telephone

State own identity Ask for someone on the phone Ask when someone will return State that you will call again Conclude a telephone call Leave a message on an answering machine

Talk about daily and leisure time activities

Talk about what you did this year/want to do next year Ask friends what they want to do in their spare time Talk about whether or not you have done something yet Ask and tell if someone has done something

Talk about a sporting event Ask and state who won/lost a sporting event Ask and state the score of a sporting event Interact with friends in a social situation

Write a short letter to a friend Invite someone to your house Talk about preparations for a party Express what you want to do/do not want to do Express needs


Ask for and give a reason Ask and talk about the location of objects and places

Talk about one of two items Ask and state the location of nearby places Ask and tell on what floor something can be found in a department store

Count and use numbers Talk about adult and child admission prices

Count flat, thin objects and long, cylindrical objects Ask and state the numeric order of objects Use numbers up to 100,000

Talk about health Identify major parts of the body Ask what is wrong with someone Describe physical conditions Ask and tell when to take medications Ask for and give information about self and others

Describe people in terms of appearance and personality Ask and state if someone is married Ask and tell where someone lives Ask and state when and where someone was born Talk about relatives

Talk about work Ask and tell what someone's occupation is Tell about your own and others' jobs Talk about getting a job Talk about future plans Talk about plans for after graduation Talk about dreams for the future Write the following kanji: 学、校、中、高、火、水、金、土 Read and write the following kanji: 見、行、年、円、才、先、生 Read the following kanji: 天、元、気、田、一、二、三、四、五、六、七、八、九、十、上、下、

百、千、万、口、目、耳、名、前、父、母、子、言、話、国、語、読、書、聞、間、時、分、雨、

雪、東、京、駅 A WORD ABOUT CURRICULUM DESIGN AND CONTENT As you can see, the curriculum of Irasshai consists of useful language functions (asking, stating, describing, etc.) and vocabulary organized around topics of interest to students. Students will learn language that they can use in everyday situations with speakers of Japanese in this country and in Japan. The designers of Irasshai recognize that learners can internalize only a limited amount of language in a finite amount of time. This is a particularly important point in the case of Japanese, which has many different ways of expressing the same idea, depending on level of formality and other considerations. For example, the –masu form of verbs (formal speech) is introduced first in Japanese I. The plain form of verbs (informal speech) is introduced for awareness only in the


second half of Japanese I. Then, in the second half of Japanese II, students are asked to produce the plain form in a specific context. In all components of the program, the designers of Irasshai have balanced the needs of the learners for controlled language with the importance of linguistic authenticity. Whereas learners cannot (and should not) be presented with all ways of expression, they will learn the forms likely to be most useful to them in their early stages of learning Japanese.

INSTRUCTIONAL APPROACH HOW STUDENTS LEARN WITH IRASSHAI

• Irasshai uses a performance-based approach, which means that students are expected to use Japanese as opposed to merely memorizing grammar rules and vocabulary lists.

• Japanese culture will be emphasized throughout the course. • Dr. Tim Cook, the video instructor, will provide the majority of the instruction through the

video lessons (about 27 minutes each) generally twice a week. Schools can purchase the entire DVD series if desired.

• Your students will call in, using a toll-free number, to practice listening and speaking in Japanese with native speakers twice a week for 15-25 minutes during class time. The Irasshai office, particularly conscious of the variety of schedule configurations in high schools, works closely with schools regarding their telephone lesson days and times.

• Students will use tailor-made, motivating textbooks, workbooks and supplemental materials to continue their Japanese studies during the non-video and non-audio interaction time and for homework assignments.

• Students can get additional practice and information through the Irasshai website and may also write questions to Irasshai about Japanese language and culture at [email protected].

SPECIAL CONSIDERATIONS IN LEARNING JAPANESE The Foreign Service Institute (FSI) defines Japanese as a Group IV language. This means that it takes longer for English speakers to develop proficiency in Japanese than in languages such as French, German or Spanish. Certainly the writing system and grammar of Japanese, which are quite different from those of English, make learning Japanese challenging. The FSI found that adults with average aptitude for language learning in its intensive Japanese programs needed 480 hours of instruction in order to progress beyond the novice level to the intermediate level of proficiency (Liskin-Gasparro 1982). We can reasonably expect students in a high school setting to require more time for similar achievement. Students, teachers and facilitators of Japanese who understand the amount of time that learning Japanese requires are more likely to have realistic expectations and less likely to feel that students are not learning fast enough. You and the students will also notice the care and time devoted to the teaching of the writing system in the video lessons. Many Americans are surprised to see how much attention is given to producing the Japanese characters using correct stroke order. The correct stroke order is crucial, however, as students advance in their writing skill and begin learning other kinds of characters. Encourage students to be patient with this part of their learning; it will serve them well as they progress. Liskin-Gasparro, Judith E. 1982. ETS Oral Proficiency Testing Manual. Princeton, NJ: Educational Testing Service.



PUTTING ALL THE COMPONENTS TOGETHER A Typical Irasshai Semester Before classes begin, you will receive an Audio Interaction (A.I.) Information Sheet along with a customized semester schedule. Audio Interaction (A.I.) Information Sheet You will find an A.I. teacher's name, time of the A.I. session and a toll-free telephone number to call for the A.I. session. (See page A5 for an example.) Customized Semester Schedule The semester schedule is created to fit your school calendar and suggests how you can most effectively use the Japanese class period. (See page A6 for an example.) A normal school week will generally have two video lessons. You may refer to the semester schedule for specific dates when lessons should be viewed. V (Video Lesson)

“V” indicates viewing a video lesson. For example, “V-L1” suggests that you would show video lesson 1 on that day. The rest of the class period should be used for textbook study (Part 1) and interactive classroom activities.

AI (Audio Interaction) “AI” indicates Audio Interaction, during which students will talk on the telephone (a toll-free number will be provided) with a native Japanese speaker to practice conversation. The rest of the class period should be used for textbook study (Part 2) and interactive classroom activities. On your semester schedule you may see “AI-R 1~8,” which is a review A.I. session of lessons 1~8. Quizzes, P. Tests (Practice Tests) and Tests Students will take quizzes, practice tests and tests on the days indicated as such on the schedule. You will also find the lesson numbers covered by each quiz or test.

Particle Practice Sheets / Reading and Writing Practices These are workbook-related activities which are scheduled occasionally throughout each semester. These practices are in the back of the workbooks, following the assignment pages. PDFs of these practice sheets and their answer keys are included on Disc 1 of the Facilitator Materials 2-disc CD-ROM set.

PR (A.I. Progress Report) “PR” indicates the approximate processing date of one of the four A.I. Progress Reports you and your students will receive during the school year. Reports are created approximately every 9 weeks from your school’s starting date. (See page 16.) Review Review days are primarily used for students to go back over previous lessons. Recommended activities include: 1. going over the remainder of interactive activities in the textbook;

2. retaking or reviewing practice tests or quizzes; 3. watching the previous video lessons as needed.

Please refer to the Additional Suggested Activities Guide (Disc 1) for even more ideas. Use of Irasshai’s supplemental materials is also recommended.


Final Exams Final Exams are constructed primarily as multiple-choice assessments allowing you to grade them quickly. You can give your students the final exam whenever a semester grade is required immediately afterwards, or the exam may be given during your school's final exam week. It is recommended that students complete only the questions from lessons that they have covered in class.

A Typical Irasshai Week The schedule below is an example of a week with two video lessons for a class that meets every day. If your school has a block schedule, the Irasshai office will work with you to devise an appropriately customized schedule for your situation. Monday

27-minute video lesson (see page 13, Video Check Sheets) remainder of class time spent doing activities from Part 1 of the textbook lesson homework from Part 1 of the workbook lesson

Tuesday 15-25 minute Audio Interaction session* (see page 15, student A.I. prep work) remainder of class time spent doing activities from Part 2 of the textbook lesson homework from Part 2 of the workbook lesson

Wednesday 27-minute video lesson (see page 13, Video Check Sheets) remainder of class time spent doing activities from Part 1 of the textbook lesson homework from Part 1 of the workbook lesson

Thursday 15-25 minute Audio Interaction session* (see page 15, student A.I. prep work) remainder of class time spent doing activities from Part 2 of the textbook lesson homework from Part 2 of the workbook lesson

Friday (Review days/Test days) Review days are primarily used for students to go back over previous lessons.

remainder of interactive activities in the textbook quizzes, practice tests or tests previous video lessons as needed

Particle practices and reading and writing practices will also be included on certain days, so please check your customized semester schedule for details. (See page A6 for an example.) *If your students participate in the audio interaction sessions in two groups, one group will be involved in the textbook activities while the other is in the audio interaction session; then the groups will switch. For weeks that have two video lessons, more time is to be devoted to student practice with the printed materials or review of the video lessons. Supplemental materials such as the Irasshai website, i-irasshai, Hiragana, Katakana and Kanji CD-ROMs, Japan Video Topics and the Irasshai e-Shinbun are also available. SUPPLEMENTAL MATERIALS Irasshai recommends the following supplemental materials for use when schedules allow. i-irasshai – a Virtual Tour of Japan i-irasshai is a virtual exploration found on the Irasshai website (click the i-irasshai icon or look under “for students”). It introduces students to Japanese culture and social behavior. Students navigate through a variety of situations and learn culturally appropriate responses. Please make


sure to check the system requirements on the i-irasshai start page (Shockwave and QuickTime are required) and turn off any pop-up blockers for the duration of your journey. Hiragana, Katakana and Kanji CD-ROMs A five CD-ROM set that compiles all of the Irasshai video segments in which Tim-sensei teaches the Japanese writing systems. These CD-ROMs are designed to be used by individual students to focus on reading and writing practice. They can be used in class at a computer station or checked out by students for overnight use in their homes, and they are very effective when used together with the Writing Practice sheets, which can be found in the workbooks as well as on our website (for students → student notebook → R+W Support / Writing Practice Sheets). Hiragana Lesson CD-ROM

View animations of the individual hiragana characters, including those with dakuten (two small dots) and handakuten (small circle). Hiragana Practice CD-ROM View hiragana practices. It is recommended that this CD-ROM be used after reviewing each hiragana character on the Hiragana Lesson CD-ROM. Katakana Lesson CD-ROM View animations and practices of the individual katakana characters. Kanji Lesson CD-ROM 1 View animations and practices of individual kanji characters and learn their origins, reading(s) and meaning(s). This CD-ROM covers kanji introduced in Japanese II L.1 ~ L. 20 and Japanese III L. 21 ~ L. 39. Kanji Lesson CD-ROM 2 View animations and practices of individual kanji characters and learn their origins, reading(s) and meaning(s). This CD-ROM covers kanji introduced in Japanese III L. 40 ~ L. 63.

Japan Video Topics Japan Video Topics are a great cultural resource. These video vignettes introduce students to a wide range of Japan-related topics such as geography and popular trends. Due to copyright laws, these can only be accessed either through the Web Japan homepage (http://web-jpn.org/) or by directly contacting the Consulate General of Japan servicing your area. For more information on consulate locations, please visit http://www.japanatlanta.org/index1.html, click on “Links” in the upper right-hand corner, and then select “List of all Japanese Consulates in the United States.” Culture Matrices Culture Matrix I and II can be found on the Irasshai website (for facilitators). These useful charts help students and facilitators by consolidating the information about what resources are available to enhance the cultural topics raised in each lesson. You may wish to print these out for yourself and your students. Irasshai e-Shinbun The e-Shinbun is Irasshai’s newsletter which is posted on the website homepage. It offers both students and facilitators Japan-related articles on current events, recipes for Japanese dishes, exciting learning activities and much more. Facilitators will be notified when new e-Shinbun issues are available for viewing and/or printing.

FACILITATOR RESPONSIBILITIES In this section, you will learn the general tasks you will carry out as well as receive some pointers about how to effectively manage each component of the course.


http://web-jpn.org/

http://www.japanatlanta.org/index1.html

GENERAL RESPONSIBILITIES Before and during registration: 1. Confirm that the school has ordered the appropriate textbooks and workbooks needed for your

students and has included verification of the order together with the registration materials.

Textbook / Workbook, Volume 1 JPN I L. 1 ~ 73 Textbook / Workbook, Volume 2 JPN II PL. 1 ~ 2, L.1 ~ 63

JPN I L. 1 ~ 49 Textbook and Workbook, Volume 1

JPN I L. 50 ~ 73 JPN II PL. 1 ~ 2, L. 1 ~ 20 Textbook and Workbook, Volumes 1 and 2 (both) Japanese II

JPN II L. 21 ~ 63 Textbook and Workbook, Volume 2 Japanese III 2. Verify student enrollment and make sure that the school has submitted a purchase order form

to the Irasshai office for any registration fees and/or optional materials purchased. As classes begin: 3. Make certain all equipment is placed in the designated classroom. 4. Help students get organized (see page 13). 5. Establish a positive tone for the class; this is one of your most important duties. Students who

feel comfortable in class learn language better than those who feel anxious. Praise and encourage students for their efforts to learn Japanese. Don't worry too much about mistakes students make; these are to be expected in language learning.

6. Show your interest in the course; your enthusiasm will inspire students. 7. Communicate realistic expectations to your students. Remember, they will be able to

communicate in Japanese, but they won't be able to say everything they want to say. Emphasize what students can do instead of what they don't know yet.

8. Notify the Irasshai office of students needing special assistance. Throughout the school year: 9. Make sure equipment has been tested to operate properly prior to each class period. 10. Ensure consistent video lesson access for students by maintaining DVD Media Sets and/or

arranging for Internet access for viewing from the GPB Digital Library. 11. Take roll and keep record of attendance. 12. Copy and distribute printed materials as needed. 13. Assist absentees in completing missed lessons. 14. Supervise students taking quizzes, tests and final exams. 15. Grade quizzes and final exams using answer keys provided on Disc 2, the assessment portion

of the Facilitator Materials 2-disc CD-ROM set (see pages 13~14). 16. Keep track of students’ assignments and participation for grading purposes (see pages

19~20). 17. Manage the course components. Although the majority of components are provided for you, it

takes some time and effort to coordinate the components effectively. Detailed information about each component is provided in the next section.

18. Promptly notify the Irasshai office of drops and/or adds (submit an online Withdrawal, Substitution and Addition Form; for facilitators → online forms. This form must be submitted to the Irasshai office before the registration deadline to avoid being invoiced incorrectly.)

19. Contact the office to arrange any changes to the scheduled A.I. sessions. A.I. teachers are not responsible for session scheduling.

At the end of the grading period: 20. Calculate students’ grades (see page 16~20). 21. Submit a Grade Report Form online at end of each grading period (for facilitators → online

forms; see pages 14 and 20).


VIDEO LESSONS 1. Double check DVD and/or computer equipment before video lessons. 2. Encourage students to actively view and participate in the video lesson; the best way to do this

is to model active participation yourself. 3. Use the Video Check Sheets as desired (see page 13). The Video Check Sheets can be used

as notes for effective viewing or as video viewing quizzes. 4. As you and the class are viewing the lesson, make note of any section that warrants review at

a later time. Keep a list of these segments so that students can see them again. Students also can recommend segments for review.

5. If students are absent, make sure they view the video lesson(s) missed as soon as possible. If the student has high-speed computer access at home, the GPB Digital Library may be the most convenient method for viewing lessons. Video lessons can be viewed online for free.

TEXTBOOKS Textbooks contain:

a. objectives that indicate what students will be able to do as a result of the lesson b. vocabulary c. explanatory vocabulary notes, including any cultural nuances d. key grammar points e. culture notes f. a section on expanding vocabulary, focusing on words which the Japanese language has

borrowed from other languages g. interactive activities to get students engaged in using Japanese h. Audio Interaction (A.I.) Pages, containing illustrations to be used during the audio

interaction sessions, located after each corresponding textbook lesson i. reference charts of hiragana and katakana (in both Volumes 1 and 2) j. appendices and information about Japanese verbs, adjectives, particles, counter words and

time-related words k. glossaries of words and phrases (English – Japanese and Japanese – English) l. an index of topics m. an index of kanji (Volume 2 only)

WORKBOOKS Workbooks contain:

a. homework assignments that correspond to each textbook lesson (answer keys are provided in the Facilitator Assignment Guide on Disc 1 of the Facilitator Materials CD-ROM set. See page 13.)

b. writing practice sections, including hiragana, katakana and kanji writing practice sheets (these writing practice sheets, along with blank and optional writing practice sheets, can also be printed out from the website; for students → student notebook → R+W Support / Writing Practice Sheets)

c. Particle Practice Sheets can be used as supplemental material when students prepare for a test. Suggested days to do Particle Practice Sheets are included on your customized semester schedule. Please be aware that some practices require students to have covered certain lessons beforehand. PDFs of Particle Practice Sheets and their answer keys are provided on Disc 1 of the Facilitator Materials 2-disc CD-ROM set. Please go over the answers in class together with the students.

d. Reading and Writing Practices can be used throughout the year to assist students in mastering the Japanese writing systems, hiragana, katakana and kanji. Suggested days to do Reading and Writing Practices are included on your customized semester schedule. Please be aware that some practices require students to have covered certain lessons beforehand. PDFs of Reading and Writing Practices and their answer keys are provided on


Disc 1 of the Facilitator Materials 2-disc CD-ROM set. Please go over the answers in class together with the students.

HELP STUDENTS GET ORGANIZED

• Explain the organization of the textbook and workbook to the students. Typical lessons in both the textbook and workbook contain Parts 1 and 2. For classes that meet five times a week for 45 to 55 minutes, Part 1 refers to activities and assignments that are to be completed in class or as homework after the video lesson is viewed. Part 2 refers to the second day of the lesson (the non-video or A.I. day) to be completed in class before or after the A.I. session or as homework. Facilitators of classes meeting on other schedules will need to make adjustments. If you need further assistance, please call the Irasshai office.

• Discuss the value of practicing Japanese--you can't learn to talk without talking, and you can't learn to read and write without reading and writing. Encourage students to print out and use the online flashcards at home (for students → student notebook → R+W Support / Flashcard Templates).

• If students are not accustomed to working in pairs, as required in the pair activities, demonstrate an activity with a student or ask two students to show the rest of the class how to conduct the activity.

• When students have completed either oral or written practice activities, you may want to spot check several students’ responses.

FACILITATOR MATERIALS 2-DISC CD-ROM SET Disc 1 for JPN II and III Disc 1 includes PDFs of the following:

a. FACILITATOR ASSIGNMENT GUIDES, which contain answer keys to assignments in the workbooks. These are for you to check student answers for classroom activities and homework. They can also be used by students to check their assignment answers independently.

b. PARTICLE PRACTICE SHEETS and Answer Keys (see page 12) c. READING AND WRITING PRACTICES and Answer Keys (see page 12) d. SUGGESTED ACTIVITIES GUIDES, which have two sections:

General Suggested Activities This is a brief, general overview of how you could guide your students through a typical Irasshai lesson and incorporate a variety of Irasshai’s materials and suggested classroom activities. Additional Suggested Classroom Activities

This section provides suggestions for student activities during the class in addition to the interactive activities and assignments in the textbook (group work, class work, Japan Video Topics, web activities, etc).

e. VIDEO CHECK SHEETS can be completed while students are watching the video lessons. The check sheets can also be used either as notes for effective viewing or as video viewing quizzes. You may stop or re-play sections in order to allow students to have adequate time to fill in the answers. After students finish filling out the check sheets, please encourage them to check their answers with the provided answer keys.

Disc 2: Assessment Materials for JPN II and III Disc 2 includes PDFs of the following:

a. Quizzes and Answer Keys Students will take five to six quizzes during a semester. Each quiz covers three to six lessons. Lessons covered are listed on the bottom of the quizzes. The quizzes will be constructed primarily as multiple-choice assessments with answer keys


provided to the facilitator. Quizzes can be incorporated in the students’ overall grades or they can be used as in-class or take home assignments. b. Checklists for Tests and Practice Tests and Answer Keys Practice tests can be used as in-class or take home assignments and should be reviewed in class on the dates indicated on your customized semester schedule before the scheduled test dates. Answer keys are also provided. c. Tests Administer tests according to the accompanying directions. You will then send the tests to the Irasshai office to be graded. Remember to copy each test for your records before mailing the originals. Home school tests received two weeks or more after the scheduled test date will be returned un-graded. d. Final Exams and Answer Keys Final exams will be objective and can be graded with the provided answer key since the turn-around time at most schools is so short at the end of the semester. Do not send the final exams to our office.

ONLINE FORMS The following forms can be submitted and/or printed out at any time from the website (for facilitators → online forms). The Grade Report Form and the Withdrawal, Substitution and Addition Form can be completed online and submitted using the e-mail submit button at the bottom of each form. Some schools’ e-mail systems may not support the e-mail submit button. If you do not see a pop-up e-mail window displaying the attached FDF file, the completed form has not been submitted. Please print out your completed form and fax or mail it to the office. Grade Report Form Please submit an online Grade Report Form at the end of each 9-week or semester grading period (for facilitators → online forms). The Irasshai office will notify facilitators of students’ A.I. and test scores throughout the school year. Facilitators track students’ assignments and participation as well as quiz and final exam scores. If your school uses a different grading system, please send each student’s cumulative grade and its components for each grading period. Please refer to the section on assessment for grade component descriptions and recommended grade calculation formulas (pages 16~20). The Grade Report Form is used by our office staff to better follow student progress. It is assumed that each home school is working directly with the school system and/or other home school office at the local board of education for course credit. Student Photo Permission Form Student photos are occasionally included in the online newsletter depending on submissions from school facilitators. We have also found that students enjoy seeing photos of fellow Irasshai participants in the online class pictures (for students → student notebook → Schools). Only students who submit permission forms signed for consent can be included in these pictures. If you would like to submit pictures of your students for the e-Shinbun and/or the class photo gallery, please print out and copy the Student Photo Permission Form for each student’s parent or guardian to sign and return. Once all forms have been returned to you, please send them to the Irasshai office. Student Reflection Form Student Reflection is generally requested half-way through the school year. The office will contact you when it is the appropriate time to print out and copy this form for students to complete. It is recommended that these be done as an assignment outside of class. Students should be given credit for completing the form, not for its content. Please send the completed Student Reflection


Forms to the Irasshai office. Please remember to make and keep a copy of all student work that you send to Irasshai. You may want to conduct a class discussion before or after students' completion of the reflection form. How are the students feeling about their progress? What would help them in their learning? In what areas are they feeling most confident? What needs more work? Withdrawal, Substitution and Addition Form Whenever a change in student enrollment occurs, please inform the office as soon as possible by submitting this online form. Since multiple students can be dropped or added using this form, please select the appropriate Japanese level for each student. There will be no refund of tuition fees after the registration deadline. Public and private schools with two or more students will receive an Enrollment Verification fax before the registration deadline. Please reconfirm student enrollment numbers and submit any necessary forms at that time to avoid being invoiced incorrectly. AUDIO INTERACTION (A.I.) SESSIONS Before A.I. Sessions begin: 1. Your school should have already notified Irasshai of your class schedule. The Irasshai office

will notify you by e-mail attachment of which 15-25 minute period during your class has been designated as your A.I. session time(s) (see the example A.I. Information Sheet, page A5). Schools on block schedules should consult the Irasshai office to discuss any special considerations for their A.I. schedule(s).

2. Organize your students into groups for their A.I. session(s). If you have 6 or fewer students in your class, all of your students will participate in the same A.I. session. If you have 7 or more students, please consult the Irasshai office about arranging your groups.

**Please note that having more than 12 students necessitates having more than one phone line available at the same time for audio interaction. If you have more than one group of students, please have students stay in their assigned A.I. group for each session.

3. Explain the value of A.I. to students. This is their opportunity to interact with native speakers of Japanese, and that is the best way to learn to speak Japanese.

4. Explain to students how they are assessed during their A.I. sessions (see pages 16~18). 5. Have students review the lesson before the A.I. session so that their time will be as

rewarding as possible. Specifically, students should: - know the new vocabulary introduced in the video lesson - review old vocabulary on a regular basis - study the notes for the lesson - complete all daily assignments - look over the materials for the audio interaction session and anticipate what they

need to be able to do - listen carefully to the A.I. instructor and their classmates during the session - even when it is not their turn, mentally rehearse what they would say and then

compare their answer with those of their classmates 6. Encourage students not to be afraid to speak. Remind them that everyone makes mistakes

when learning a new language. As each session begins: 7. Check the phone equipment before the session to make sure it is operational. 8. Make sure the students are ready to begin at the designated time. 9. Have your toll-free number handy. If there are any problems with the phone line or your call is

not answered in the first minute or two, please hang up and try again. If the problem persists, please call the Irasshai Hotline ASAP.

10. Position the students close enough to the speaker phone to hear and be heard well.


Throughout the school year: 11. Participate in the A.I. session yourself. Your participation is a great encouragement to

students. 12. Make arrangements so that students can still participate in A.I. sessions should there be a

substitute standing in for you. 13. Notify the Irasshai office of any cancellations or time changes at least one hour prior to

your school’s A.I. session(s) (this includes any changes due to inclement weather). A.I. instructors do not create or make changes to the A.I. schedule. Please contact the office to make any special arrangements.

ASSESSMENT

The Irasshai program for high school credit utilizes a multi-faceted assessment strategy that accurately measures achievement of the specific learning objectives. The suggested method for calculating the course grade is listed below. Speaking and listening progress (assessed during A.I. sessions) . . . . . . . 40% Tests and quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25% Workbook and other assignments (written material, homework, practice tests) . . . . . . . . . . . . . . . . . . 15% Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10% Final Exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10% The Irasshai office will notify facilitators of students’ A.I. and test scores. Facilitators track students’ assignments and participation as well as quiz and exam scores. Here's an explanation of each component and your role in it. AUDIO INTERACTION (A.I.) ASSESSMENT (40%) General Information Since learning to speak and understand is presumably the main reason students choose to study a language, much emphasis is placed on the audio interaction (A.I.) component. Students' progress in listening and speaking will be assessed during these sessions. Students will not, however, be subject to the traditional modes of assessment in this component. The alternative form of assessment taken here is that of continuous progress, which will be monitored in each telephone session by the audio interaction instructor. Assuming that each student learns at his or her own pace, evaluation will thus be individualized, and since most linguistic objectives are spiraled throughout the audio interaction curriculum, students will be given a number of opportunities to demonstrate their ability to perform the desired objectives at various times throughout the school year. During the course of the audio interaction session, the A.I. instructor will be keeping a chart of each student's performance and will constantly monitor his/her progress. A Facilitator A.I. Progress Report form and individual Student A.I. Progress Report forms will then be created (see pages A7 and A9). This information will be compiled and processed approximately every 9 weeks from your school’s starting date (see your school’s customized semester schedule for the approximate date of processing). All students will receive four reports during the school year. Since progress will be continually monitored, it will be extremely important for students to carefully prepare for each audio interaction session (see page 15).


Types of Practices and Their Respective Weights The materials used during the telephone sessions are developed in such a way that allows for student progress to be monitored constantly and assessed periodically. In each lesson, progress is monitored by means of “Daily Performance” exercises, characterized by many illustrations in the A.I. materials. These exercises will allow students to demonstrate an effort to practice what they are learning from the video lessons and printed materials. Their performance is corrected by the A.I. instructor, monitored daily and recorded as overall participation in the telephone session. Student progress is also evaluated in “Objective Assessment” practices, characterized by brief written situations and generally no illustrations in the A.I. materials. Since students are being assessed in these practices, their responses obviously will not immediately be corrected by the A.I. instructor. It is important for students to realize that it is quite difficult for A.I. instructors to fairly assess them when they are helped by facilitators or other students. Facilitators and other students should thus refrain from providing responses during Objective Assessment practices unless called upon. Please refer to the assessment tables on pages A7 and A9 and the Objectives and Grading Scale on page A8 as you read the following:

Daily Performance (10%) Daily Performance evaluation is based on a 3-level scale. “Meets Expectations” (5 pts.) is considered full points in Daily Performance exercises.

Objective Assessment (30%) Objective Assessment is based on a 7-level scale. Students who meet or exceed expectations will receive from 7~10 points according to the criteria listed on the Objectives and Grading Scale sheet.

Daily Performance is graded each A.I. session; Objective Assessment is conducted periodically throughout the school year. All A.I. assessment is based on continual progress. Objective Assessment is generally cyclical. Most objectives are assessed more than once; there are a few objective assessments that are one-time-only. The grade which appears on the A.I. Progress Report forms is the most recently assessed objective grade, not a cumulative objective grade. Missing one Objective Assessment one time does not necessarily mean a student has missed his or her opportunity to be assessed on that objective (unless it happens to be one of the few one-time-only assessments). However, if multiple Objective Assessments or the final Objective Assessment of the grading period is missed, it could conceivably impact a student's over-all A.I. grade, especially for home school students with unexcused A.I. absences (see page 21). The fewer A.I. sessions missed the better. Facilitator A.I. Progress Reports The Facilitator A.I. Progress Report (see page A7) will include all students' Objective Assessment and Daily Performance evaluations covered in each A.I. grading period. On the Objective Assessment chart, the objectives will be listed by number only. An Objectives and Grading Scale sheet (see page A8) will be included with each group of reports sent to you. Each student's Objective Assessment will be evaluated as one of the following: "Exceeds Expectations,” one of three possible levels of "Meets Expectations,” one of two levels of "Below Expectations," or "Un-ratable." With this form, the facilitator will be able to see at a glance the progress of each individual student as well as the progress of the class as a whole. Student A.I. Progress Reports The Student A.I. Progress Report (see page A9) will allow each student to observe his or her own progress in learning to use the Japanese language. As with the report to the facilitator, this


individualized report will inform the student as to which objectives s/he has control of and which are not yet acquired, as well as how s/he is performing on a daily basis. An Objectives and Grading Scale page will be included with the e-mailed progress reports sent to the facilitator. Please share copies with the students so they can more easily see the development of their own language skills in addition to the areas to which they may want to devote more attention. Individualized reports for each A.I. grading period allow the students to see their own progress without being subjected to feelings of competition with or comparison to fellow classmates. Audio Interaction (A.I.) Grades The Irasshai office will process both facilitator and student progress report forms every 9 weeks from your school’s starting date (see your school’s customized semester schedule for the approximate date of processing). The A.I. instructors provide scores for each assessed objective and a percentage grade on both the Facilitator and Student A.I. Progress Report forms. Here is an example of how these percentage grades are calculated. Kristy, a student in your class, has earned 43 points in Daily Performance and 9 points in Objective Assessment practices during the first five weeks of the semester (approximately 9 A.I. sessions), by which time 2 objectives were checked. She was absent one day, and did not get evaluated on one objective that was assessed on that day. Her A.I. grade would be calculated as follows: Daily Performance (10%): total points earned: 43 ÷ (9 sessions x 5 pts. maximum) 45 = 0.96 0.96 x (weight of daily performance) 10 = 9.6% Objective Assessment (30%): total points earned: 9 ÷ (1 objective x 10 pts. maximum) 10 = 0.9 0.9 x (weight of objective assessment) 30 = 27.0% 9.6 + 27.0 = 36.6 Therefore, Kristy's A.I. grade is 36.6% out of the possible 40%.

**Please note that facilitators who need grades for atypical grading periods can calculate 6-week grades, 10-week grades, etc. from their most recently received A.I. progress report. If A.I. grades are required for an unusual situation, please give at least one week’s notice in advance.

TESTS AND QUIZZES (25%) You will receive an Assessment Materials CD-ROM (Disc 2) as part of the Facilitator Materials 2-disc CD-ROM set at the beginning of the school year (see pages 13~14). Students will take two tests during each half of the school year. Students can prepare for the tests by carefully completing and checking the practice tests provided. Full instructions will come with the tests. We ask that you make and keep a copy of each completed test before you send them to the Irasshai office. As all office records are organized by students’ family names, please have students include their actual family name on all test papers. Home school tests received two weeks or more after the scheduled test date will be returned un-graded.

**Please mail the tests immediately after they are taken so that we will be able to give students prompt feedback. If a student is absent on a test day, please give him or her the test as soon as possible and send all of the tests together.

Students will take five to six quizzes during each half of the school year. Each quiz covers three to six lessons. Lessons covered are listed on the bottom of the quizzes. The quizzes will be constructed primarily as multiple-choice assessments with answer keys provided on the


assessment disc. Quiz scores can be incorporated into students’ final grades or they can be used as in-class or take home assignments. ASSIGNMENTS (15%) Students will have various assignments during the course. These consist of practice activities they do during class, homework in the workbook and practice tests. All of these together make up the assignment grade. You may have a system for keeping track of assignments that works best for you, or your school may have policies that guide how you do this. Please use your judgment in this regard. If you wish to work with a total-point system, the following suggestions for assignment points may be helpful. Regular Assignments

5 points - for submitting an assignment on time with careful completion following the directions

3 points - for submitting an assignment one school day late without an acceptable excuse

0 points - for submitting poor work, submitting an assignment more than one day late or not submitting work at all without an acceptable excuse

Practice Tests 10 points - for submitting a practice test on time with careful completion and checking

of work 6 points - for submitting satisfactory work or submitting a practice test one school day

late without an acceptable excuse 0 points - for submitting poor work, submitting a practice test more than one school

day late or not submitting a practice test at all without an acceptable excuse Quizzes (if used as a take-home assignment)

10 points - for submitting quizzes on time with careful completion and checking of work 6 points - for submitting satisfactory work or submitting quizzes one school day late

without an acceptable excuse 0 points - for submitting poor work, submitting quizzes more than one school day late

or not submitting quizzes at all without an acceptable excuse To calculate the assignment portion of a student's grade, use the following formula:

(Total points earned for assignment ÷ total possible points) x 15 Insert this figure on the online Grade Report Form (for facilitators → online forms) as the assignment portion of grade (see page 14, Grade Report Form). PARTICIPATION (10%) Active participation is vital to successful language learning. Again, you may already have a great system for keeping track of participation. Please use what you find to be effective or what your school requires. Here is one system for assigning points for participation that might be helpful. 5 points for each class period if students are:

- attending class - bringing all required materials - watching the video lessons attentively or participating fully in the audio interaction sessions - actively participating in all other activities - responding promptly and accurately to facilitator's instructions


3 points if they are: - participating satisfactorily in all activities

0 points if they are: - absent without an acceptable excuse - watching the video lessons carelessly or not participating in the audio interaction sessions - not participating in any activities and not using all available class time to engage in the activities - not responding promptly or accurately to the facilitator's instructions

To calculate the participation portion of a student's grade, use the following formula:

Total points earned for participation ÷ (number of class meetings x 5 total points possible) x 10 Insert this figure on the online Grade Report Form (for facilitators → online forms) as the participation portion of grade (see page 14, Grade Report Form). You may not wish to keep track daily but rather in a more holistic way. Please do what makes sense to you, but be aware that most students wish to know how their grade was determined, so accurate records are very important. Please remember that your participation is the best way to encourage excellent student participation. FINAL EXAMS (10%) At the beginning of the school year, you will receive PDFs of the final exams along with complete instructions and answer keys on Disc 2 of the Facilitator Materials 2-disc CD-ROM set. It is recommended that students complete only the questions from lessons that they have covered in class. Since the turn-around time is usually short between when the students take the exam and when final grades are due, the final exam is an objective exam that you will score with the provided answer key. CALCULATING GRADES As a facilitator, you can calculate students' grades to date at any time during the semester using the most recently received A.I. grades, test grades, and the participation and assignment grades you give students. The online Grade Report Form (for facilitators → online forms) provides an easy format that allows you to apply the recommended formulas for calculating grades (see page 14, Grade Report Form). More and more schools are implementing customized computer grade reporting systems. If this is the case at your school, please send students’ cumulative grades for each grading period along with the breakdown of the components used to determine their grades. Please include final exam scores for the 2nd and 4th 9-week cycles. REPORTING GRADES TO IRASSHAI The Irasshai program tracks the progress of students very carefully. Therefore, we ask that you send us a completed online Grade Report Form at the end of each 9-week or semester grading period (for facilitators → online forms) (see page 14, Grade Report Form). The Irasshai office will notify facilitators of students’ A.I. and test scores throughout the school year. Facilitators track students’ assignments and participation as well as quiz and final exam scores. Again, if your school uses a different grading system, please send each student’s cumulative grade and its components for each grading period. It is assumed that each home school is working directly with the local school system and/or other home school office at the local board of education for course credit.


WHAT ABOUT STUDENTS WHO ARE ABSENT? Here we must defer to your school’s policy regarding making up work. You will need to decide if students can turn in homework late, if they can make up a test, etc. We do feel that if students are absent excessively, it is difficult to give them a high participation grade, but we ask that you use your own judgment. A.I. instructors will not penalize public or private school students for being absent on A.I. session days unless instructed by the facilitator to do so. In cases of extended absences, you may want to discuss this option with an Irasshai program coordinator. It will be up to the facilitator's discretion to adjust A.I. grades based on the individual school's attendance policies. All facilitators are encouraged to remind students that when they are absent on A.I. days, they are missing the opportunity to practice with native Japanese speakers, and there is really no way to recreate that opportunity for them. In addition, they are missing one of the chances they have to demonstrate mastery of the A.I. objectives (see pages 16~18). If a student is often absent from the A.I. sessions, we cannot assure that s/he will have a chance to demonstrate all of the listed objectives, and this could affect the student's overall grade. Absent students cannot make up a missed A.I. session. It is expected that they will review the missed lesson’s material on their own and be prepared for the next session according to their customized semester schedule. Please make sure students understand the importance of attendance on A.I. days. Home Schools / Single-Student Schools and A.I. Sessions Home school and single-student school students must call in on time as the length of A.I. sessions will not be extended. If a student does not call in, we will assume s/he is absent without notice, and s/he will receive a zero for that session. If a student has four or more unexcused absences during an A.I. grading period, s/he will receive a zero for that entire grading period. Please refer to the A.I. Assessment, Types of Practices and Their Respective Weights section (see page 17) for a description of how absences can affect A.I. grades. If it is known in advance that a student will miss a session, we ask that the facilitator call the office at least one hour before the scheduled session-to-be-missed. Calls regarding missing A.I. sessions from students will not be accepted. If facilitator notice is given an hour or more in advance, a make-up session can be arranged and any missed Objective Assessments are not factored into A.I. grade calculations. Without the facilitator’s one hour advanced notice, no make-up session will be arranged and any missed Objective Assessments are factored in to A.I. grade calculations. This includes sessions missed due to unexpected family emergencies and/or telephone equipment issues at the home school site (cell phone use is not recommended for A.I. sessions). Home school make-up sessions are based purely on availability of other pre-existing sessions of the same lesson missed. Times of make-up sessions are therefore also pre-determined by the pre-existing sessions. In other words, make-up sessions are not based on the schedule of the student who will miss a session - the student who will miss a session must comply with the times and availability of the remaining A.I. sessions for the lesson-being-missed that have yet to be held. When a student misses an A.I. session, whether it is excused or un-excused, it is expected that s/he will review the missed lesson’s material on his or her own and be prepared for the next session according to the customized semester schedule.


THE IRASSHAI WEBSITE We hope you will enjoy and make full use of the Irasshai website, which has been designed for you and the students in your class. We encourage parents to visit the site and explore, as well. Many activities throughout the semester make use of this website since it contains curriculum-enriching pieces. You will probably want to become familiar with the Irasshai website early in the semester. The Irasshai website is located at http://www.gpb.org/irasshai. KEY FEATURES OF THE IRASSHAI WEBSITE Help A technical assistance section for students, facilitators and media specialists is available. Here you will learn what software you will need to make full use of the website and information on how to obtain it (much of it is free). You will find FAQs about using the site, as well as a place to ask any question not covered here. This is a good place to prepare for your journey on the Irasshai website. The Computer and Related Technical Information portion of the online registration materials can also be referred to. Key applications/plug-ins needed are: Flash Player, Adobe Reader, Windows Media Player or Real Player, Shockwave and QuickTime. Others may be added during the year. We will be sure to let you know. Introduction An overview of Irasshai where you can read about course teacher and host, Dr. Tim Cook, the honors Irasshai has received and the individuals who have made it all possible. For Students Information and activities created with students in mind but meant for everyone to use and enjoy.

Student Notebook This is your (and your students') key page with the resources, reading and writing support (hiragana, katakana and kanji flashcards and printable Writing Practice Sheets) and exercises that will be used most frequently throughout the school year. Other features of the page include:

Lessons You will find a list of cultural topics and related links about those topics for each lesson. Gallery The Gallery-Bijutsukan will display students' artwork. It is anticipated that each school will submit at least one entry to the Gallery in the course of the year (i.e. nengajoo or New Year’s cards). Check out the Gallery now and its entry requirements. Nengajoo Project The Nengajoo Project (making Japanese New Year’s cards) is the biggest annual event for Irasshai students. Project guidelines and examples can be found here. Be sure to watch for this year’s submissions.



School List and Class Pictures Please send us a class picture after finalizing enrollment and receiving signed Student Photo Permission Forms (see page 14) from parents so that we can scan the picture and post it on the website. Pictures can also be sent as JPEG or GIF attachments to [email protected]. (Unless you are a home school or have only one student in class, please do not send individual student pictures.) Be sure that only students with permission forms signed for consent are included in the picture. The Student Photo Permission Form can be printed from the website (for facilitators → online forms).

Launch Pad to the World of Japanese Here is a starting point to links throughout the Internet, which provide information about many aspects of Japanese language and culture. Each lesson is indexed to appropriate sections of the Launch Pad for cultural enrichment. We hope you can take some time to explore what is here and encourage students and facilitators to share any additional Japan-related links they have found and enjoy. This is a very rich resource for supplementing your students' knowledge of Japan and the Japanese language.

i-irasshai – a Virtual Tour of Japan i-irasshai introduces students to Japanese culture and social behavior. Students navigate through a variety of situations and learn culturally appropriate responses. Please make sure to check the system requirements on the i-irasshai start page and turn off any pop-up blockers for the duration of your journey. You may need to restart your computer if you download or update Shockwave or QuickTime.

Irasshai e-Shinbun The e-Shinbun is Irasshai’s newsletter posted to the website periodically throughout the school year. It offers both students and facilitators Japan-related articles on current events, recipes for Japanese dishes, exciting learning activities, and much more.

For Facilitators A variety of informative and helpful resources such as the Facilitator Handbook, online forms (see pages 14~15) and the Culture Matrices can be found here. We recommend that you print out copies for easy reference. The Facilitator Handbook is particularly useful to have on-hand (there are 40 pages in total). The first eight lessons of Japanese I, II and III are also included as well as a link to the National Council of Japanese Language Teachers’ website. Videos Links to all of Irasshai’s DVD/video lessons and an inspiring video from the Japan Foundation, “Japanese: A Positive Learning Experience,” can be found here. We encourage all visitors to the website, especially facilitators, to watch the Japan Foundation video. How to Register All registration materials can be accessed from this convenient location. Choose the appropriate heading for your school (public, private or home school), then find:

• Registration (annually updated information about the registration process for the up-coming school year)

• General Information (including Fees), Principal’s Signature Sheet (Parent or Guardian’s Signature Sheet for home schools)

• Registration Checklist • Computer and Related Technical Information



The following three items are combined into one form to be submitted online: o School Information Form (called Registration Information for home schools) o Student Enrollment Information Forms o Purchase Order Information Form (for public and private schools only) • W9 Form and Instructions (The Georgia State Accounting Office requires the Tax

Identification Number of all invoiced customers. Please make sure this number is for the organization listed under “Bill To” on the Purchase Order.)

Contact Us Irasshai office contact information can be found here. Links In addition to the sites included on the Launch Pad, these links have proven to be extremely useful and worthy of multiple visits. We hope that they stimulate you and your students on to further Japan-related internet exploration. SUGGESTED INTERNET-RELATED SCHEDULE Week 1

• Work with your media specialist to get your internet browser working properly and efficiently and to insure that you have the most recent updates to the key applications and plug-ins. Check “Help” on the Irasshai homepage and/or the Computer and Related Technical Information portion of the online registration materials for more information.

• Finalize plans for scheduled student access to school computers for use of the Irasshai website.

Week 2

• Have students begin to explore the Irasshai website and the “Launch Pad to the World of Japanese.”

Week 3 through the end of semester

• Have students plan for one or more entries to the Irasshai Gallery and set a completion/delivery date before the end of the semester.

• Have students explore additional links on the Irasshai website. • Have students send questions and comments to Irasshai: [email protected]. Students

should include their full name(s) and the school name in all messages.



Any questions? Schedule changes?

If you need to contact us, please call!

Irasshai Hotline: 1-800-883-7444 (404) 685-2811 in the Atlanta area

To send a fax: (404) 685-2551

To send mail: Irasshai

Georgia Public Broadcasting, Education 260 14th St., N.W. Atlanta, GA 30318

To send e-mail: [email protected]

Website URL: http://www.gpb.org/irasshai

Thank you! We look forward to working with you this school year!

Kathy Negrelli (Program Manager) Katsumi Suzuki (Program Coordinator) Sakiko Suzuki (Program Coordinator)

Lisa Hannabach (Administrative Assistant)




APPENDIX

ACTFL Japanese Proficiency Guidelines

(Novice levels only are included here. The Generic guidelines are followed by the Japanese-specific descriptions. The guidelines are the products of grants from the U.S. Department of Education.) Descriptions-Speaking Novice The Novice level is characterized by the ability to communicate

minimally with learned material. Novice-Low Generic. Oral production consists of isolated words and perhaps a few high-

frequency phrases. Essentially no functional communicative ability. Japanese. Oral production is limited to isolated words, such as sayonara, hai, or common loan words in English such as kimono. Essentially no communicative ability.

Novice-Mid Generic. Oral production continues to consist of isolated words and learned

phrases within very predictable areas of need, although quality is increased. Vocabulary is sufficient only for handling simple, elementary needs and expressing basic courtesies. Utterances rarely consist of more than two or three words and show frequent long pauses and repetition of interlocutor’s words. Speaker may have some difficulty producing even the simplest utterances. Some Novice-Mid speakers may be understood only with great difficulty.

Japanese. Oral production continues to consist of isolated words and phrases

within very predictable areas of need. Vocabulary is sufficient only for handling simple, elementary needs and expressing basic courtesies such as ohayoo (gozaimasu), konnichi wa, arigatoo (gozaimasu), doozo, and doomo. Speech may be hesitant.

Novice-High Generic. Able to satisfy partially the requirement of basic communicative

exchanges by relying heavily on learned utterances but occasionally expanding these through simple re-combinations of their elements. Can ask questions or make statements involving learned material. Shows signs of spontaneity although this falls short of real autonomy of expression. Speech continues to consist of learned utterances rather than of personalized, situationally adapted ones. Vocabulary centers on areas such as basic objects, places, and most common kinship terms. Pronunciation may still be strongly influenced by first language. Errors are frequent and, in spite of repetition, some Novice-High speakers will have difficulty being understood, even by sympathetic interlocutors.

Japanese. Able to satisfy partially the requirement of basic communicative exchanges. Can handle a very limited number of simple questions, such as Nan desu ka? Koko desu ka?, and may be able to answer such questions. Vocabulary centers on categories such as basic objects and activities. May utilize English words within a Japanese context without appropriate

Irasshai Facilitator Handbook © 2008 Georgia Public Broadcasting A 1

phonological adaptation, for example, Airport doko desu ka? Able to count but not to use the classifier system. Delivery may still be strongly influenced by first language.

Descriptions-Listening These guidelines assume that all listening tasks take place in an authentic environment at a normal rate of speech using standard or near-standard norms. Novice The Novice level is characterized by an ability to recognize learned

material and isolated words and phrases when strongly supported by context.

Novice-Low Generic. Understanding is limited to occasional isolated words, such as

cognates, borrowed words, and high frequency social conventions. Essentially no ability to comprehend even short utterances.

Japanese. Can identify only high frequency social conventions such as

sayonara, arigatoo or isolated words, e.g., sushi, kimono. Novice-Mid Generic. Able to understand some short, learned utterances, particularly

where context strongly supports understanding and speech is clearly audible. Comprehends some words and phrases from simple questions, statements, high-frequency commands and courtesy formulae about topics that refer to basic personal information or the immediate physical setting. The listener requires long pauses for assimilation and periodically requests repetition and/or a slower rate of speech.

Japanese. Able to understand some memorized words within predictable areas of need. Understanding is limited to memorized basic courtesy formulae such as ohayoo (gozaimasu), konnichi wa, doozo and doomo.

Novice-High Generic. Able to understand short, learned utterances and some sentence-

length utterances, particularly where context strongly supports understanding and speech is clearly audible. Comprehends words and phrases from simple questions, statements, high-frequency commands and courtesy formulae. May require repetition, re-phrasing and/or a slowed rate of speech for comprehension.

Japanese. Comprehends some simple questions, statements, high-frequency commands such as chotto matte kudasai and courtesy formulae, particularly where context strongly supports understanding and speech is clearly audible. May require repetition, re-phrasing and/or a slowed rate of speech for comprehension.

Descriptions-Reading These guidelines assume all reading texts to be authentic and legible.


Novice The Novice level is characterized by an ability to • Identify isolated words and phrases when strongly supported by

context; and • Identify learned material.

Novice-Low Generic. Able occasionally to identify isolated words and/or major phrases when strongly supported by context.

Japanese. No functional ability in reading Japanese script, but may be able to recognize a few isolated symbols in a native orthography.

Novice-Mid Generic. Able to recognize the symbols of an alphabetic and/or syllabic

writing system and/or a limited number of characters in a system that uses characters. The reader can identify an increasing number of highly contextualized words and/or phrases including cognates and borrowed words, where appropriate. Material understood rarely exceeds a single phrase at a time, and re-reading may be required.

Japanese. Able to read a limited number of isolated words frequently

encountered in high-context situations, e.g., Takushii (in Katakana), Sushi (in Hiragana), and Deguchi (in Kanji).

Novice-High Generic. Has sufficient control of the writing system to interpret written

language in areas of practical need. Where vocabulary has been learned, can read for instructional and directional purposes standardized message, phrases or expressions, such as some items on menus, schedules, timetables, maps, and signs. At times, but not on a consistent basis, the Novice-High level reader may be able to derive meaning from material at a slightly higher level where context and/or extra-linguistic background knowledge are supportive. Japanese. Able to read both Katakana and Hiragana. Occasional confusion may occur with symbols that look alike. Beginning to recognize a small number of memorized, high frequency Kanji such as those representing low numbers and place names. Can identify some words on a menu, timetable, and signs. Beginning to read some single sentences used as messages.

Descriptions-Writing Novice The Novice level is characterized by an ability to produce isolated words

and phrases. Novice-Low Generic. Able to form some letters in an alphabetic system. In languages

whose writing systems use syllabaries or characters, writer is able to both copy and produce the basic strokes. Can produce romanization of isolated characters, where applicable.

Japanese. No functional ability in writing Japanese script, but can copy some symbols in a recognizable fashion.


Novice-Mid Generic. Able to copy or transcribe familiar words or phrases and reproduce some from memory. No practical communicative writing skills.

Japanese. Able to write familiar isolated items in either Hiragana or Katakana as appropriate.

Novice-High Generic. Able to write simple fixed expressions and limited memorized

material and some re-combinations thereof. Can supply information on simple forms and documents. Can write names, numbers, dates, own nationality, and other simple autobiographical information as well as some short phrases and simple lists. Can write all the symbols in an alphabetic or syllabic system or 50-100 characters or compounds in a character writing system. Spelling and representation of symbols (letters, syllables, characters) may be partially correct. Japanese. Can write frequently-used memorized materials such as own name and address and names and addresses of friends and associates. Can at least partially supply basic information required for such forms as hotel reservations and travel documents, for example: names, dates, nationality, etc. Can write some memorized short sentences (oral in nature), e.g. Watashi wa amerikajin desu. Kyoo wa ii tenki desu. Ima nanji desu ka. Ability to write rudimentary personal communication is emerging. Control of grammatical features such as word order, Joshi, etc., and errors in using such features is directly reflective of parallel control in speech. Writer has mastery of Kana and some very simple Kanji. Able to write frequently-encountered Kanji, including those representing numbers, days of the week, and commonly-occurring place names.


Audio Interaction (A.I.) Information Sheet

School Name:

Irasshai, and welcome (back) to our Japanese language and culture distance learning course. This memo provides you with information about your Audio Interaction (A.I.) session(s): JPN I : A.I. Teacher = Scheduled Time = EST Please dial this toll-free number: JPN II : A.I. Teacher = Scheduled Time = EST Please dial this toll-free number: JPN III : A.I. Teacher = Scheduled Time = EST Please dial this toll-free number:

When you call this toll-free number, the A.I. teacher should already be on the line. If she is not, please wait for her to dial in. Please call again if you are unable to connect the first time. Also, be sure to call the Irasshai Hotline ASAP (1-800-883-7444 or (404) 685-2811 in the Atlanta area) if you experience any other problems.

We need at least 1 hour’s noticeif you have to cancel or change your A.I. session time.

A.I. teachers are not responsible for session scheduling.

Please contact the office to make any special arrangements.

We are all looking forward to another great year! Please let us know if there is anything else we can do to help you facilitate the course.


Example Semester Schedule

JAPANESE I SCHEDULE Tu-Th A.I. session (Sem. 1: Aug. ~ Dec.)

Week Lessons Mon. Tues. Wed. Thurs. Fri. 1 (8/11~15) V-L1 AI-L1 V-L2 AI-L2 Review

2 (8/18~22) V-L3 AI-L3 V-L4 AI-L4 Quiz 1 (1~4)

3 (8/25~29) V-L5 AI-L5 V-L6 AI-L6 V-L7

4 (9/1~5) Labor Day AI-L7 Particle Prac. 1 AI-L5~7 Quiz 2 (5~7)

5 (9/8~12) V-L8 AI-L8 P. Test 1 AI-R1~8 Test 1 (1~8)

6 (9/15~19) V-L9 AI-L9 V-L10 AI-L10 Review


8 (9/29~10/3) V-L13 AI-L13 Review AI-L 9~13 Quiz 3 (9~13)

9 (10/6~10) V-L14 AI-L14 V-L15 AI-L15(PR 1) Review


11 (10/20~24) V-L18 AI-L18 Particle Prac. 2 AI-L14~18 Quiz 4 (14~18)

12 (10/27~31) V-L19 AI-L19 P. Test 2 AI-R 9~19 Test 2 (9~19)



15 (11/17~21) V-L24 AI-L24 V-L25 AI-L25 Quiz 5 (20~25)

16 (11/24~28) Review AI-L20~25 ------- Thanksgiving Holiday ------


18 (12/8~12) Review AI-L1~9(PR 2)Review AI-L10~18 Review

19 (12/15~17) Review AI-L19~27 Final Exam 1-----Winter Break----- V = video lesson AI = Audio Interaction session P. Test = Practice Test

PR = A.I. Progress Report approximate processing date Note: If your school uses a 4 x 4 or A / B block schedule, the Irasshai office will modify your Japanese class schedule to fit your school calendar.


JPN I Facilitator Audio Interaction Progress Report #

School Name: High School Facilitator: Grading Period: ~ Lessons: ~

Objective Assessment (30 %)

Daily Performance

(10 %)

A.I. Percentage

(40 %) Student Name 1 2 3 4 5 6

/ % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / %


JPN I A.I. Progress Report

Objectives and Grading Scale

Objectives: 1. Greet appropriately and give information about self 2. Talk about school-related matters 3. Talk about certain objects 4. Talk about family members 5. Use language related to food and drink 6. Ask and talk about daily and leisure time activities

Performance Objective Assessment

Daily Performance

Exceeds Expectations 10 points 9 points Meets Expectations 8 points 5 points 7 points

6 points Below Expectations 5 points 3 points

Un-ratable 0 points 0 points

Meets Expectations: • message generally comprehensible • errors (grammar, pronunciation, vocabulary, etc.) that occur

generally do not interfere with communication • vocabulary is adequate within the range of what has been taught • speech with adequate speed • some responses are words or short phrases • some questions may be misunderstood; may need to have

questions/comments repeated in order to understand • task completed


JPN I Student Audio Interaction Progress Report #

School Name: Student Name: Grading Period: ~ Lessons: ~

Objective Assessment (30 %) Daily

Performance (10 %)

A.I. Percentage(40 %)

1 2 3 4 5 6 A.I. PR 1 / %A.I. PR 2 / %A.I. PR 3 / %A.I. PR 4 / %A.I. PR 5 / %

Assessed Objectives and Comments:

Objective # Comments


Documents

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