Kahua Standards and Benchmarks
PK-12 essential standards and benchmarks for Hawaiian-focused education.
Grade 10 - ʻŌlelo / LA
In addition to HFCS ‘Āina-based Learning Competencies (click to view), the PK-12 ʻŌlelo Hawaiʻi Language Arts (ʻŌH/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. The ʻŌH/LA strands were derived from this understanding and include:
- OLA.10.1Kālailai ʻia a haʻakuhi ʻia nā moʻolelo mai nā kūmole kuamua a me nā kūmole kualua (he mele, he nūpepa, he kahuapaʻa pūnaewele, he puke, he kanaka) i hohonu aʻe ai ka ʻike no ka ʻāina. Analyze 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.
- OLA.10.2Hoʻākāka ʻia nā pilina like ʻole ma ka ʻāina (ahupuaʻa, pōʻaiapuni ola, loko iʻa, apa) ma ka ʻike kilo a me ka ʻike ʻōlelo Hawaiʻi. Utilize 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, etc.).
- OLA.10.3Wae ʻia a alakaʻi ʻia nā moʻokiʻina/ʻaha kūpono ma ka wā kūpono. Discern between and lead appropriate protocol in age/kuleana appropriate ceremonies and protocols.
- OLA.10.4ʻIke ʻia ke aloha ʻāina ma ka ʻimi a mālama ʻana i nā waiwai o kekahi wahi (e laʻa me ka limu, ka paʻakai, nā kūpuna, ka wai, apa) Utilize and mālama wahi pana resources (i.e. pāhonu, limu, salt beds, māla, kūpuna, water, kiʻopua) to aloha ʻāina.
- OLA.10.5Kamaʻāina i nā manaʻo o nā hoa kaiāulu (o nā kūpuna, nā hui, nā keʻena moku ʻāina/pekelala, nā kula nui, nā kanawai, apa) i mea e hoʻoponopono ʻia ai ka pilikia me ka lōkahi. Understand multiple perspectives to better empathize and collaboratively formulate solutions based on kānaka genealogy of that place (i.e. kūpuna, ʻāina partners, state/federal agencies, institutions of higher education, law).
- OLA.10.6Hoʻopuka i ka ʻōlelo Hawaiʻi ma nā ʻano pōʻaiapili like ʻole (wahi like ʻole, ma mua o ka poʻe like ‘ole, a me nā kumuhana like ʻole)
- OLA.10.7Noiʻi i ka ʻike no nā wahi pana ma waho o kona kaiāulu ma nā:
- a.Moʻolelo
- b.ʻŌlelo Noʻeau
- c.ʻŌlelo Kaulana
- OLA.10.8Hoʻopaʻanaʻau a hoʻohālikelike i nā mele ʻāina e laʻa,
- a.ke koʻihonua
- b.ke mele ʻāina
- c.ke mele wahi pana
- d.ke mele aloha ʻāina
- OLA.10.9He alu like ke ʻano o ka haumāna ma ka hui. ʻIke ʻia ka waiwai o nā kuleana a pau o ka hui i kūkaʻi maikaʻi ʻia ai nā manaʻo, i hoʻoholo like ʻia ai ka hoʻoponopono ʻana i nā pilikia, a i kō ai nā pahuhopu. Work collaboratively as a member of a group. Appreciate all roles and responsibilities for members within the group to ensure a productive exchange of ideas, collaborative solutions to problems, and fulfillment of the goals.
- OLA.10.10Me ka ʻoluʻolu e kaʻana ʻia ai nā manaʻo ponoʻī; hoʻolohe ʻia nā manaʻo ʻokoʻa; mahalo ʻia ka like a me ka ʻokoʻa o nā manaʻo ʻē aʻe; a maliʻa paha, e kākoʻo a i ʻole e hoʻololi ka haumāna i kona manaʻo mua. Respond thoughtfully to diverse perspectives, acknowledge points of agreement and disagreement, and, when warranted, qualify, justify, or change own views.
- OLA.10.11Haʻiʻōlelo uluwale ma mua o ke anaina e pili i kekahi kumuhana ma ka nūhou.
- a.Hoʻohana ʻia ka ʻike moʻolelo i mea e kākoʻo ai i ka manaʻo nui o ka haʻi ʻōlelo
- OLA.10.12Unuhi i ka ʻike mai loko o kā haʻi haʻiʻōlelo
- OLA.10.13Hoʻopaʻa, palapala a kālailai i kekahi ʻikepili nīnauele (i paʻa ʻē ma ka wikiō/ ʻokileo) i mea e hoʻokaʻa ai i kekahi ʻike.
- a.Wae a palapala i ka ʻōlelo a Haʻi
- b.Hoʻohana i kona ʻike i hoʻomaopopo ai mai nā lola o nā leo kūpuna i ʻoki leo ʻia
- OLA.10.14Noiʻi (ka haumāna) a hōʻike piha i kona manaʻo kākoʻo a me kekahi manaʻo kūʻē
- a.Ma ka ʻike no ke au nei
- b.Ma ka ʻike no ke au kupuna
- OLA.10.15Kākoʻo i kekahi manaʻo kūʻē a me kona manaʻo ponoʻī me ke aloha
- a.Wehewehe i ka ikaika a me ka nāwaliwali o nā ʻaoʻao ʻelua
- OLA.10.16Me ke akaka ka hōʻike ʻana aku i mua o ke anaina: kahe maikaʻi ke kaʻina manaʻo, kākoʻo ʻia nā manaʻo, wehewehe pono ka ʻōlelo i nā manaʻo. Present clearly before an audience: thoughts are ordered well, supporting evidence is provided, and thoughts are explained clearly.
- OLA.10.17I mea e kākoʻo ai i ka haʻiʻōlelo, e hōʻike pū ʻia ke kiʻi, ka wikiō, a ka pōkāmana paha. Use visual and technological aids to support oral presentations.
- I.Ka Heluhelu
- OLA.10.18Kālailai i nā mele Hawaiʻi a wehewehe i ke kumu o ka meiwi.
- a.Wehewehe i ke kaona o ke mele
- i.ma ka moʻolelo ʻana
- ii.ma ka hula ʻana
- a.Wehewehe i ke kaona o ke mele
- OLA.10.19Kālailai a hoʻohālikelike i nā unuhi (mai ka ʻŌlelo Hawaiʻi a i ka ʻŌlelo Pelekānia) a ʻelua mau kanaka.
- OLA.10.20Heluhelu ʻia kekahi mau ʻano palapala (ma ka pepa a me ka pūnaewele) me nā kaʻakālai heluhelu (ke kuhi ʻana i nā manaʻo koʻikoʻi, ka hōʻuluʻulu pōkole, ke kālailai, ka loiloi, a me ka haku nīnau) i maopopo ai ka manaʻo. Read 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.
- OLA.10.21Kūkulu ʻia ka ʻike ma luna o ka noiʻi ʻana i kekahi mau ʻano kūmole (he palapala a puke paha, he ʻaukiō paha, he wikiō paha). Build knowledge from multiple sources (reading, listening, viewing).
- 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.
- OLA.10.18Kālailai i nā mele Hawaiʻi a wehewehe i ke kumu o ka meiwi.
- II.Ka Pōʻaiapuni Kākau
- OLA.10.22Kākau ka haumāna ma kekahi mau ʻano e like me ka mea e pono ai kona kumu a me ke anaina heluhelu, e laʻa me: Write in different formats for a variety of purposes and audiences, such as:
- a.ka moʻolelo a ka moʻolelo hana keaka paha, narratives or scripts,
- b.mele/ poema, mele/poems,
- c.pepa hōʻike manaʻo, essays,
- d.pepa noiʻi, research papers,
- e.nā palapala hoʻokō kuleana (he palapala noi hana a nīnauele paha), functional writing including forms, applications, and questionnaires,
- f.hoʻonohonoho i nā mahele palapala ma luna o nā hiʻohiʻona palapala (meiwi) ʻike kuʻuna.
- OLA.10.23Kākau ʻia ke kuanaʻike no ka paio kālaimanaʻo ʻana: Write perspective/arguments in preparation for debates:
- a.Hōʻike ʻia ka manaʻo nui a me kona ʻano kūʻokoʻa. Introduce a claim and distinguish it from alternate or opposing claims.
- b.Hoʻonohonoho ʻia ka paio kālaimanaʻo e hōʻike ana i ka pili ma waena o ka manaʻo nui, nā manaʻo kūʻē, nā kumu, a me nā manaʻo kākoʻo. Use an organization that establishes clear relationships among the claim, counterclaims, reasons, and evidence.
- c.Wehewehe like ʻia ka manaʻo nui a me nā manaʻo kūʻē, me ka hōʻike ʻana i ka ikaika a me ka nāwaliwali o nā ʻaoʻao a pau e like me ke ʻano e pono ai ke anaina. Develop the claim and counterclaims fairly, while pointing out the strengths and limitations of both claim(s) and counterclaims in a manner that anticipates the audience’s knowledge level and concerns.
- d.Wae ʻia ka ʻōlelo (nā huaʻōlelo, nā māmalaʻōlelo, a me nā pepeke): Use specific language (words, phrases, and clauses)
- i.e hoʻopili maikaʻi ana i nā māhele nui o ka paio kālaimanaʻo; to link the major sections of the text;
- ii.e hoʻākāka ana i ka pili o ka manaʻo nui i nā kumu, nā kumu i nā manaʻo kākoʻo, a me ka manaʻo nui i nā manaʻo kūʻē. clarify the relationships between claim and reasons, between reasons and evidence, and between claim and counterclaims.
- e.Pani ʻia ka paio kālaimanaʻo me nā manaʻo e kākoʻo ana i ke kuanaʻike. Provide a concluding statement or section that follows from or supports the argument presented.
- OLA.10.22Kākau ka haumāna ma kekahi mau ʻano e like me ka mea e pono ai kona kumu a me ke anaina heluhelu, e laʻa me: Write in different formats for a variety of purposes and audiences, such as:
- III.Ka ʻŌlelo & Ka Huaʻōlelo
- OLA.10.24Hoʻohana ʻia nā analula pololei ma ka pō‘aiapili kūpono e mōakāka ai ka manaʻo nui.
- OLA.10.25Wae kūpono ʻia nā huaʻōlelo ma ke kākau ʻana i ka haʻi ʻōlelo, ka noka, ka hoʻomaʻamaʻa ʻana i ka hōʻike, a i ʻole ma ka walaʻau wale nō, i pane mai ai paha ka mea hoʻolohe e like me ke ʻano i wānana ʻia. Carefully 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.