Kahua Standards and Benchmarks
PK-12 essential standards and benchmarks for Hawaiian-focused education.
Grade 1 - English / LA
In addition to HFCS ‘Āina-based Learning Competencies (click to view), the PK-12 English Language Arts (E/LA) kahua is grounded in the belief that the purpose of reading and writing is constructing meaning. Reading allows the reader to construct meaning based on the writing by an author and writing allows the writer to construct meaning to convey to a reader.
- ELA.1.1Learn about my various moʻokūʻauhau (i.e. my ʻohana, my school, my home/school ʻāina).
- ELA.1.2Use ʻōlelo Hawaiʻi words to kilo, identify, name, and read environmental indicators (i.e. senses, intuition, prior knowledge) in order to make inferences and predictions.
- ELA.1.3Demonstrate loina when participating in cultural protocol (i.e. school-wide piko, oli mahalo, puka kula, kamaʻāina/malihini).
- ELA.1.4Frequently interact with my ʻāina at various times of day and year to develop a relationship with ʻāina.
- ELA.1.5Celebrate the accomplishments of historical and contemporary Hawaiian community leaders and emulate their actions (i.e. aliʻi, ʻōpūaliʻi/kapu aloha, kiaʻi).
- ELA.1.6Engage in conversations about own reading and writing with increasing independence and across curriculum areas.
- ELA.1.7Explore and use developmentally appropriate technology independently for own purposes.
- ELA.1.8Reflect on the quality of own work and behavior and record insights.
- ELA.1.9Begin developing preferences of favorite books, authors, and genres.
- ELA.1.10Initiate dialogue and respond appropriately in instructional discourse with adults and students
- ELA.1.11Speak with enthusiasm about a topic with appropriate eye contact and volume to an audience
- ELA.1.12Stay on topic when speaking fluently and with enthusiasm to an audience.
- ELA.1.13Use appropriate terminology (eg. main idea, details, brainstorm, draft, revise) when discussing literacy and culturally appropriate communication (mele, oli, place names, protocol ).
- I.Reading And Writing
- ELA.1.14Read written texts and environmental print.
- ELA.1.15Retain important text information to use in discussion:
- a.of events, characters, setting, and illustrations
- b.to decode unknown words and derive meaning from context
- c.to ask and answer questions and retell key text details including central message and major events of texts read independently
- ELA.1.16Notice text structures (beginning, middle and ending; sequential order) and genre (fiction, non-fiction) as well as characteristics and parts of a book (author, illustrator, cover, wordless picture book, picture book, character, problem, solution) in multiple genres (narrative, informational and mele / poetry)
- ELA.1.17Make connections between text ideas and own life experiences and predict, real life events, and / or other upcoming information.
- ELA.1.18Write and/or draw personal narratives and informational pieces using the writing process.
- ELA.1.19Reference sources of information (ʻike kupuna, interviewees, and text) in writings and oral presentations (e.g. I saw a picture of the puhi hiding in the seaweed in the loko iʻa book. ).
- II.Language & Vocabulary
- ELA.1.20Ask and answer questions about interesting text features, vocabulary, language patterns, as well as similarities and differences between texts.
- ELA.1.21Recognize that letters, words, sentences, and paragraphs convey important information while reading and writing.
- ELA.1.22Practice conventional spelling, spacing of words, and basic punctuation supports the reading of written pieces.
- ELA.1.23Uses all letters and most sound / symbol relationships of consonants and vowel letters.
- ELA.1.24Reads and writes many high frequency words, basic sentence and question formats to communicate.
- ELA.1.25Recognizes ʻOlelo Hawaiʻi sound-symbol relationships (consistency of vowels, high frequency words).