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 11 - 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.11.1Hana a kaʻana hoʻi i nā pāhana puka kula a me nā hōʻike like ʻole (he haʻi ʻōlelo, he pepa noʻi, he pāhana kōkua kaiāulu, etc.) i nui aʻe ai ka ʻike no ka ʻāina. Create and share capstone projects and hōʻike (i.e. puka kula haʻi ‘ōlelo, research papers, community service, testimonies) to expand the body of knowledge about ʻāina.
  • OLA.11.2Ma ka ʻike Hawaiʻi (kilo ʻāina, inoa ʻāina, mele, moʻolelo, apa) e hoʻoholo ʻia ai ka pono o ka ʻāina. Synthesize ʻōlelo Hawaiʻi kilo, performance cartographies (i.e. oli, mele, hula, kaulana mahina, hoʻokele), and inoa ʻāina (traditional place names) to make decisions about what ʻāina needs.
  • OLA.11.3E ola ka ʻike kupuna ma nā hana o ko kēia au (e laʻa me ka ʻaha ʻawa, ka hoʻolaʻa hale, ka ʻūniki - me ona mau pono like ʻole a pau). Perpetuate ʻike kupuna through the creation and use of Hawaiian cultural artifacts in ceremonies and protocols (i.e. ʻawa ceremony, building blessings, graduation - with all of the necessities).
  • OLA.11.4Kū ma ke aloha ʻāina no ka hoʻonui ʻana i ka ʻike, i nā waiwai, a me nā hana i mea e kākoʻo ai i ka lāhui a me ka honua. Contribute knowledge, resources, and practices to enhance the lāhui and world as aloha ʻāina.
  • OLA.11.5Kū i ka pono o ka ʻāina a me kānaka. Take actions to advocate for justice on behalf of kānaka and ʻāina because we are an extension of ʻāina (i.e. testimonies, water rights, civic engagement).

  • OLA.11.6Kū haʻaheo i kona mauli ola Hawaiʻi ma nā ʻano pōʻaiapili like ʻole (wahi like ʻole, ma mua o ka poʻe like ‘ole, a me nā kumuhana like ʻole)
  • OLA.11.7Noiʻi ʻia a hoʻopuka i nā ʻōlelo kaulana o nā wahi pana ma waho o kona kaiāulu i ʻike mau ʻia ma nā moʻolelo Hawaiʻi.
  • OLA.11.8Hoʻopaʻanaʻau i ke mele a wehewehe i ka ʻike o loko e pili ana i
    • a.ka haku mele
    • b.ke kumu o ia mele
    • c.nā inoa ma ke mele
    • d.ke kaona o ke mele
    • e.ka manaʻo o ka haku mele
  • OLA.11.9Noiʻi ʻia ke kumuhana a ka haumāna e koho ai ma o ka heluhelu, ke kākau, ka hoʻolohe, a me ka ʻōlelo. Use reading, writing, listening, and speaking as tools for researching a compelling topic of personal interest.
  • OLA.11.10Hoʻohana ka haumāna i kona ʻike i aʻo mai ai ma ka noiʻi ʻana i mea e kōkua ai i kona kaiāulu. Apply knowledge from research to advocate for and promote community well-being.
  • OLA.11.11ʻIke ʻia ka mākaukau o ka lawena a me ke ʻano alakaʻi a ka haumāna ma kahi kūpono (e laʻa me ke kākau noka ʻana ma ka hālāwai kaiāulu, ma ka hoʻouna ʻana i kona manaʻo i ke kōmike aupuni, ma ke alakaʻi ʻana i ke mele, oli, a pule paha ma kekahi hanana kaiāulu). Show leadership skills and behaviors in situations where they are called for (i.e. taking notes at a community meeting, submitting testimony to a government committee, initiating proper protocol for a community event).

  • OLA.11.12Haʻiʻōlelo uluwale ma mua o ke anaina e pili i kekahi kumuhana no ke ao kahiko.
    • a.Hoʻohana ʻia ka ʻōlelo noʻeau, ʻike moʻolelo a me nā ʻōlelo kaulana kūpono ʻē aʻe i mea e kākoʻo ai i ka manaʻo nui o ka haʻi ʻōlelo.
  • OLA.11.13Unuhi i ka ʻike mai loko o kā haʻi haʻiʻōlelo i ʻike e komo ai i loko o kāna haʻiʻōlelo “uluwale”
  • OLA.11.14Mālama kūpono ʻia ka nīnauele, mai ka hoʻomaka ʻana a pau pono.
    • a.E haku a nīnau i nā nīnau uluwale i waena o ka nīnauele i mea e ʻoi aku ai ka ʻikepili
    • b.Hōʻike i ka lawena nīnauele (ka nīnauele ma kahi o ka mahaʻoi)
    • c.Unuhi a hōʻike aku i kekahi ʻike kuʻuna mai ka ʻikepili nīnauele mai.
  • OLA.11.15Ma ka hoʻolohe ʻana i ka leo kupuna, kālailai a hōʻike i ke kumu o ko ke kupuna mau manaʻo a ʻōlelo hoʻi.
  • OLA.11.16Komo piha ka haumāna ma ke kūkā ʻana ma nā pōʻaiapili like ʻole (kūkā me kekahi, ma ka hui, na ke kumu paha e alakaʻi) me ka hōʻike leʻa ʻana i kona manaʻo ponoʻī a me ke kūkulu ʻana ma luna o nā manaʻo o haʻi. Drawing on own interest in inquiry and advocacy, initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led), building on others’ ideas and expressing own ideas clearly and persuasively.

  • Note:He wahi hoʻomaopopo: I lawa ai ka manawa, ma ka papa 11 a me ka papa 12 paha e hana ai ka haumāna i ka pāhana noiʻi i hōʻike ʻia ma lalo iho. Note: The research described below is meant to be conducted in a student’s junior and senior years, giving students more time to explore a topic of interest in depth and develop expertise in some aspect of the topic.
  • I.Ka Heluhelu
    • OLA.11.17Koho ka haumāna i ke kumuhana noiʻi: he mea hoihoi iā ia a he kōkua a pōmaikaʻi paha i ke kaiāulu (kona kaiāulu kula paha, ke kaiāulu home paha). ʻImi a heluhelu ʻia kekahi mau kūmole (ma ka pepa a me ka pūnaewele) Identify an issue for in-depth research, based on a topic of interest that can benefit the larger community, and read a wide variety of resources (both in print and online) to explore this issue.
      • a.Heluhelu ʻia nā kūmole kuamua a me nā kūmole kualua. Read both primary and secondary sources.
      • b.Heluhelu ʻia nā ʻano kūmole like ʻole (he mele, he moʻolelo, he piliolana, he ʻakikala, apa) Read a variety of texts (e.g., mele, stories, biographies, articles, etc.).
      • c.Noiʻi ma waho o ka heluhelu wale nō (he wikiō, he ʻaukiō, he nīnauele) Research other forms of media (e.g., video, audio, in-person) to find additional resources for the topic of interest.
    • OLA.11.18Loiloi ka haumāna i ka manaʻo o haʻi (mai loko mai o kekahi o nā kūmole i ʻimi mua ʻia) me ka hoʻoholo ʻana i kona kākoʻo a kākoʻo ʻole paha ma muli o nā mea i hōʻike ʻia a me nā mea a pau a ka haumāna i noiʻi ai. Evaluate arguments and specific claims made in texts and other media, and assess whether or not the reasoning is valid and the evidence is sufficient to accept the argument or claim.
    • OLA.11.19Kālailai a hoʻohālikelike i ke kuanaʻike o nā unuhi (mai ka ʻŌlelo Hawaiʻi a i ka ʻŌlelo Pelekānia) a ʻelua mau kanaka.
  • II.Ka Pōʻaiapuni Kākau
    • OLA.11.20Haku i mele i kū i ke ʻano kuʻuna Hawaiʻi a …
      • a.e mele i ia mele no kona kumu i haku ʻia ai,
      • b.paka i kāna mele a me ke mele a haʻi,
      • c.hoʻokumu a hoʻokomo kūpono i nā meiwi,
      • d.hula i ia mele.
    • OLA.11.21Haku ka haumāna i ka moʻolelo a pepa hōʻike manaʻo paha no kona hoihoi a me kona pili i kāna kumuhana noiʻi i koho ai. Write a narrative or reflective essay about some aspect of the topic being researched that includes a description of own interest in and connection to this topic.
      • a.Wae ʻia ka ʻōlelo (nā huaʻōlelo, nā māmalaʻōlelo, a me ka pilinaʻōlelo) kūpono e wehewehe akaka mai ana i nā hanana, nā kānaka, a me nā wahi. Use compelling language (e.g., well-chosen words and phrases, thought-provoking details, engaging descriptions) to illustrate experiences, events, people, and places in the essay.
      • b.Hoʻokomo ʻia nā kuhia o lalo/kuhia o hope no ka hoʻomohala pono ʻana i kekahi manaʻo, me ka hoʻopupū ʻole naʻe i ka heluhelu ʻana. Use footnotes/endnotes as needed to add comments that give additional worthwhile information and avoid disrupting the flow of the main text.
      • c.ʻIke ʻia ka mākaukau a ka haumāna ma ka pilinaʻōlelo, ka hoʻomaʻaka ʻana, nā kiko, a me ka pela ʻana. Demonstrate command of the conventions of standard grammar, capitalization, punctuation, and spelling.
      • d.Haku i palapala ma luna o nā hiʻohiʻona palapala (meiwi) ʻike kuʻuna.
    • OLA.11.22Haku ʻia ka noka kumu waiwai me kēia mau māhele nei: Create an annotated bibliography with the following information for each resource:
      • a.ma ke ʻano kūpono ke kuhia o lalo/kuhia o hope (APA, MLA, Kikako, apa); citation in a standard format (e.g., APA, MLA, Chicago Manual of Style);
      • b.hōʻuluʻulu pōkole ʻia ka manaʻo nui (a me nā manaʻo kākoʻo) o kēlā me kēia kumu waiwai; summary of the content that captures the key ideas and details;
      • c.kālailai ʻia ka mākaukau o ka mea kākau a me ka ʻoiaʻiʻo kona mau manaʻo; analysis of the credibility and accuracy of the author’s presentation of facts and conclusions;
      • d.hōʻike ʻia ka pili o ka ʻike o ke kumu waiwai i ke kumuhana noiʻi a ka haumāna; explanation of the relevance of the content to the issue being studied.
  • III.Ka ʻŌlelo & Ka Huaʻōlelo
    • OLA.11.23Hoʻohana ʻia nā analula pololei ma ka pō‘aiapili kūpono e mōakāka ai ka manaʻo nui.
    • OLA.11.24Hoʻonui ʻia ka ʻike huaʻōlelo ma:
      • a.ka noiʻi ʻana i nā huaʻōlelo (nā papa huaʻōlelo hou, nā pākuʻina kau mua/kau hope, a me ke kumu o nā huaʻōlelo), Increase working vocabulary through word study (e.g., lists, root/affix study, word origins)
      • b.ka heluhelu ʻana ma kekahi mau pōʻaiapili (heluhelu pū nā hoa kula, he hui heluhelu, heluhelu pākahi), through wide reading (e.g., texts read as a whole class, literature circles, independent reading)
      • c.ka hoʻopuka ʻana i nā huaʻōlelo hou ma ka walaʻau a me ke kākau. Use new vocabulary in writing and speech.