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 12 - 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.12.1Create 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.
  • ELA.12.2Synthesize 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.
  • ELA.12.3Perpetuate ʻike kupuna through the creation and use of Hawaiian cultural artifacts (i.e. kīhei, lei, ʻohe kāpala, mea ʻai) in ceremonies and protocols.
  • ELA.12.4Contribute knowledge, resources, and practices to enhance the lāhui and world as aloha ʻāina.
  • ELA.12.5Take 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).

  • ELA.12.6See self as and participate as an active reader, writer, speaker, listener, and valued community member.
  • ELA.12.7Use skills, knowledge, and insights learned through research to contribute to one’s community as a participant and a leader.

  • ELA.12.8Present the results of research to an authentic audience; communicate deep knowledge and conviction regarding one’s chosen subject through the content, tone, and style of the presentation; accurately answer questions posed by an audience.
  • ELA.12.9Use various avenues to disseminate knowledge learned and insights developed to a wide audience (e.g., presentations and testimonies to government entities, boards, and community groups, and through technology resources such as blogs, websites, or social media sites).

  • Note:The research described below is meant to be conducted in a student’s junior and senior years; refer to grade 11 benchmarks for antecedents to these grade 12 expectations.
  • I.Reading Comprehension
    • ELA.12.10Read and explore a wide variety of sources of information to continue to research a community need (see Grade 11 reading comprehension benchmark) and generate possible solutions or recommendations for improvement.
      • a.Read both primary and secondary sources.
      • b.Read culture-based texts (e.g., mele, oli, ‘ōlelo no‘eau, traditional mo‘olelo), narratives (e.g., oral histories, memoirs, interviews, novels, short stories, dramas, poems), and informational texts (e.g., research articles, scholarly reports, newspaper articles).
      • c.Explore and “read” other media (e.g., video, audio, visual) to find additional resources for the topic of interest.
    • ELA.12.11Analyze and evaluate arguments and specific claims made in texts and other media. Be able to identify logical/illogical reasoning, effective/ineffective use of language, effectiveness/ineffectiveness of organization, and accuracy and relevancy of facts (or lack of) used to support claim/argument.
    • ELA.12.12Integrate relevant and credible information from multiple sources from diverse formats and media that address the research question and present ideas for a solution.
    • ELA.12.13Use knowledge gained from reading and analysis to develop original ideas and new insights into an issue.
  • II.Writing Process
    • ELA.12.14Write in a variety of genres for different purposes and audiences.
    • ELA.12.15Produce a professional research report about a topic that examines a community need and develops possible solutions or makes recommendations for improvements.
      • a.Develop a research question related to the community need identified.
      • b.Outline the sections of the report and make notes to identify the key information for each section (introduction that includes the research question, review of the literature, research methods, data analysis, recommendations, conclusion).
      • c.Draft, revise, and edit each section:
        • i.Develop the topic thoroughly through the selection and use of significant and relevant facts, extended definitions, concrete details, quotations, and examples.
        • ii.Connect each section to the others and clarify the relationships among complex ideas and concepts through formatting (e.g., headings, subheadings), appropriate word choice, and use of transitional sentences.
        • iii.Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy as appropriate.
        • iv.Demonstrate command of the conventions of standard English grammar, capitalization, punctuation, and spelling.
      • d.Display relevant data visually (e.g., through graphs, charts [including genealogical charts as appropriate], diagrams, drawings, photos, and links to videos of cultural artifacts and natural phenomena).
      • e.Include citations within the text and create a reference list following a standard format (e.g., APA, MLA, Chicago Manual of Style).
  • III.Language & Vocabulary Development
    • ELA.12.16Use scholarly/formal language to convey a tone of rigor and relevance in written and oral presentations.
    • ELA.12.17Understand and use technical and scientific terminology accurately in oral and written work.
    • ELA.12.18Understand figurative and connotative language in order to make inferences from and interpret what is read and heard.