PK–12 Essential Standards and Benchmarks

Kahua Standards and Benchmarks

PK-12 essential standards and benchmarks for Hawaiian-focused education.

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Grade 10 - 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.10.1Analyze and cite moʻolelo from a variety of primary and secondary resources (i.e., mele, nūpepa, websites, books, ʻohana) to deepen understanding about the moʻokūauhau of our ʻāina.
  • ELA.10.2Utilize kilo in various communities and expand observations through the use of ʻōlelo Hawaiʻi to describe patterns of wahi pana interdependence (i.e. ahupuaʻa, ecosystem, loko iʻa).
  • ELA.10.3Discern between and lead appropriate protocol in age/kuleana appropriate ceremonies and protocols.
  • ELA.10.4Utilize and mālama wahi pana resources (i.e. pāhonu, limu, salt beds, mala, kupuna, water, kiʻopua) to aloha ʻāina.
  • ELA.10.5Understand multiple perspectives to better empathize and collaboratively formulate solutions based on kānaka genealogy of that place (i.e. kupuna, ʻāina partners, state/federal agencies, institutions of higher education, law).

  • ELA.10.6Work collaboratively as a member of a group. Understand and agree on prescribed roles and responsibilities for all members to ensure participation, a productive exchange of ideas, collaborative solutions to problems, and defined obligations to complete a task or project.
  • ELA.10.7Respond thoughtfully to diverse perspectives, acknowledge points of agreement and disagreement, and, when warranted, qualify or justify own views and make new connections in light of the evidence and reasoning presented by others.

  • ELA.10.8Present information, findings, questions, and supporting evidence clearly, concisely, and logically when speaking, so that listeners can follow the line of reasoning being used.
  • ELA.10.9Carefully choose words when writing a speech, creating notes, practicing a presentation, or speaking extemporaneously, considering connotations that can elicit a desired response from the listener.
  • ELA.10.10Use visual and technological aids to support oral presentations.

  • I.Reading Comprehension
    • ELA.10.11Read a variety of multicultural texts (print and online resources) and independently use strategies learned (e.g., identifying important information, summarizing, analyzing, critiquing, evaluating, asking questions) to make sense of text.
    • ELA.10.12Read and consider multiple interpretations of the same text (e.g., book reviews, interviews, peer discussions) and use ideas to support or modify own interpretation.
    • ELA.10.13Build knowledge from multiple sources (reading, listening, viewing) to develop a strong argument or case for action regarding an issue.
      • a.Consider the source (level of expertise and credibility of author, validity of data or information presented).
      • b.Describe and evaluate specific claims in a text or other source, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and unsound reasoning.
      • c.Synthesize information across sources, resolving issues related to varying claims and viewpoints and stating own argument on the issue.
  • II.Writing Process
    • ELA.10.14Write in a variety of genres for different purposes and audiences:
      • a.narratives or scripts with a theme and details that contribute to a mood or tone,
      • b.mele/poems using a range of poetic techniques and figurative language,
      • c.literary, persuasive, and personal essays,
      • d.research papers that state and support a thesis,
      • e.functional writing including forms, applications, and questionnaires,
      • f.pieces to reflect on learning and to solve problems.
    • ELA.10.15Write arguments in preparation for debates:
      • a.Introduce a claim and distinguish it from alternate or opposing claims.
      • b.Use an organization that establishes clear relationships among the claim, counterclaims, reasons, and evidence.
      • c.Develop the claim and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
      • d.Use specific language (words, phrases, and clauses) to link the major sections of the text, create cohesion, and clarify the relationships between claim and reasons, between reasons and evidence, and between claim and counterclaims.
      • e.Establish and maintain a formal style and objective tone.
      • f.Provide a concluding statement or section that follows from or supports the argument presented.
  • III.Language & Vocabulary Development
    • ELA.10.16Carefully choose words when writing a speech, creating notes, practicing a presentation, or speaking extemporaneously, considering connotations that can elicit a desired response from the listener.
    • ELA.10.17Use a variety of sentence structures and appropriate vocabulary to achieve efficiency, indicate emphasis, and clarify meaning in written work and oral presentations.