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 4 - 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.4.1Kāwili pū ʻia ka ʻike ʻāina, ka ʻike ʻohana, a me ka ʻike moʻokūʻauhau. Weave together ʻāina, ʻohana, and cultural components of moʻokūʻauhau (i.e. ʻohana genealogy, waʻa genealogy, Kumulipo, history, moʻolelo wahi pana)
  • OLA.4.2Hoʻoikaika ʻia ka pilina ʻāina ma kekahi o nā hōʻike Hawaiʻi (oli, mele, hula kaulana mahina, hoʻokele). Interact with ‘āina by using ʻōlelo Hawaiʻi performance cartographies (i.e. oli, mele, hula, kaulana mahina, hoʻokele) and develop a stronger relationship with ʻāina.
  • OLA.4.3ʻIke ʻia ka pilina ma waena o nā hana Hawaiʻi, nā pono hana, a me ka waiwai Hawaiʻi nō hoʻi (e laʻa me ka Piko, ka pū, a me ka hōʻihi). Understand the function and relationship between cultural protocols, cultural artifacts, and value (i.e piko/pū/reverence).
  • OLA.4.4Maopopo ko kākou kuleana ma ke kaiāulu, ma ka ʻāina, nā waiwai o ka ʻāina (mai uka a i kai), a me ka pili o ia mau mea i ke ola pono o kānaka. Know our place in the community, ʻāina, its resources (mauna, awāwa, wai, kai, one, wao) and the relationship with well-being.
  • OLA.4.5ʻIke ʻia ka pili ma waena o ka moʻokūʻauhau, ke kamaʻāina i ka ʻāina, a me ka mālama ʻana i ka ʻāina. Understand the connection between moʻokūʻauhau, knowing deeply about a place, and fulfilling the ʻauamo to care for that place.

  • OLA.4.6E hoʻokāʻoi ka haumāna i kāna hana a me kāna lawena ma ka loiloi ʻana iā ia iho, a me ka paka ʻana mai a ka hoa papa, ke kumu a me ka hoa kaiāulu paha. Reflect and improve on the quality of own work and behavior based on self-assessment, peer, teacher, and community partner feedback.
  • OLA.4.7Ma ko ka haumāna hoihoi ponoʻī (ka mea kākau, ke kumuhana, a nā kūmole paha) e nui aʻe ai kona makemake a me kona nanea i ka heluhelu a me ke kākau. Use own reading preferences (favorite authors, topics, sources) to increase reading for enjoyment and writing for own purposes.
  • OLA.4.8ʻIke ka haumāna i ka pili iā ia o kāna mau mea e aʻo mai nei ma nā papa. Make personal connections to what is being learned across subject areas.
  • OLA.4.9Paʻa kekahi haʻawina no loko o ke mele e hoʻonui ai i ka ʻike haumāna.

  • OLA.4.10E hoʻohana ʻia nā kaʻakālai kūkā no ke kamaʻilio ʻana e pili ana i nā kūmole ʻike. Use discussion strategies to have conversations with others about texts and about other sources of information.
    • a.E makaʻala i nā manaʻo like ʻole a nā hoa e hāpai ai. Note questions, observations, insights, interpretations, reflections, confusions, etc.
    • b.E kūkulu ma luna o ka manaʻo o haʻi ma kou manawa kūpono. Share using turn-taking and build on the ideas of others to enrich the discussion.
    • c.E hōʻihi a mahalo hoʻi i ka manaʻo ʻokoʻa. Show respect for differing opinions and interpretations.

  • I.Ka Heluhelu
    • OLA.4.11E heluhelu i nā ʻano mea like ʻole ma ka pepa a ma kapūnaewele paha (he mele/poema, he moʻolelo, he palapala/puke kumuhana) a e ʻike ʻia nā mea e like ai (ka wehewehena, ke kaʻina, ka hoʻohālikelike, ke kumu/hopena, ka hihia, a me ka haʻina). Read in different genres (mele/poetry, narrative, and informational texts) and recognize common text structures (description, sequence, compare and contrast, cause and effect, problem and solution). Use both print and online sources.
    • OLA.4.12ʻIke ʻia ka ʻokoʻa o ka leo hāmeʻe a me ka leo waha ʻōlelo o ka moʻolelo.
    • OLA.4.13Kuhi ka haumāna i nā manaʻo koʻikoʻi ma ke mele/ka poema, ka moʻolelo, ka palapala kumuhana ma nā mākau like ʻole, ma muli o kona ʻike i: Identify important information (sorting essential from non-essential content) in mele/poetry, narrative, and informational texts across curriculum areas using knowledge of:
      • a.nā meiwi (e laʻa me, ka ʻōlelo noʻeau, ke mele, nā inoa, ka pīnaʻi, a me ka ʻēkoʻa); Hawaiian literary devices, e.g., inclusion of ‘ōlelo no'eau, phrases from a mele or hymn, names, repetition, opposites;
      • b.nā hiʻohiʻona o ka moʻolelo (e laʻa me ka pōʻaiapili, nā hāmeʻe, ka hihia, ke kaʻina hanana, ka haʻina, a me ka manaʻo nui); story elements in narrative texts, e.g., setting, characters, problem, sequence of events, resolution of problem, theme/author’s message;
      • c.nā hiʻohiʻona o ka puke/palapala kumuhana (e laʻa me ke poʻo inoa, ke poʻo manaʻo, ke kiʻi, ka pakuhi, ka lepe kiʻi, ka papa huaʻōlelo, ka papa kuhikuhi, a me ka papa kuhikuhi kikoʻī; text features in informational texts, e.g., title, headings, diagrams, charts, captions, glossary, table of contents, index.
  • II.Ka Pōʻaiapuni Kākau
    • OLA.4.14Kākau ka haumāna i ma ke ʻano moʻolelo. Produce different types of narrative writing.
      • a.He hāpane ke kākau ʻana i ka mea i heluhelu ʻia: ka wehewehe ʻana i kekahi hiʻohiʻona moʻolelo, ke kuhi ʻana i nā hanana nui o ka moʻolelo piliolana, ke kākau ʻana e pili ana i kekahi hāmeʻe, ka hoʻohālikelike ʻana i ka moʻolelo a me ke ola o ka haumāna; Examples of narrative writing in response to reading: writing a description of a story element, identifying significant events from a biography, writing about character development in a story, relating own experiences to those in a story, making personal connections to a story’s theme or author’s message.
      • b.Kākau wale: nā hanana a manaʻo paha o ka haumāna, ka palapala ʻana i kekahi moʻolelo ʻohana; Examples of narrative writing not specifically related to reading: stories about personal events, memoir (personal stories around a larger theme, such as friendship, adjusting to change, dealing with loss), writing down a personal story shared by an elder or other family member.
    • OLA.4.15Hahai ka haumāna i ka pōʻaiapuni kākau (ka hōʻike manaʻo, ke kāmua, ka hoʻokāʻoi, ka hālāwai, ka loihape, ka hoʻopuka, ka hōʻike) me ke kālele naʻe penei: Use the steps of the writing process (planning, drafting, revising, editing, publishing, sharing) with a focus on:
      • a.ka hōʻike manaʻo (ka ʻohi ʻike, puaʻi manaʻo, hoʻoholo ʻia: no wai ke kākau ʻana? he aha ke kumu a manaʻo nui paha?, kahakiʻi/kiʻikuhi); planning (gather information, brainstorm, decide: who is this for? what it the purpose or main idea? diagram/graphic organizers);
      • b.ke kāmua; drafting;
      • c.ka hoʻokāʻoi (heluhelu hou, hoʻonui/kāpae ʻike, kāpae, wae i nā huaʻōlelo kūpono); editing (rereading, increase/remove information, select appropriate vocabulary;
      • d.kuhi i kahi i loaʻa mai ai kona ʻike, me ka hoʻokumu ʻana hoʻi i papa kūmole (puke, ʻakikala, kānaka, a me nā paena pūnaewele); citing sources of information in the body of writing and creating a reference list (books, articles, interviewees, and/or online resources).
  • III.Ka ʻŌlelo & Ka Huaʻōlelo
    • OLA.4.16E kākau i ka moʻolelo me ka hōʻike i:
      • a.ke māhele o ka moʻokūʻauhau o ka mea nona ka moʻolelo
      • b.ka inoa o ka ʻāina i pili i ka moʻolelo
      • c.kekahi haʻawina kuʻuna
      • d.nā ʻōlelo noʻeau e kākoʻo ai i kekahi manaʻo
    • OLA.4.17E hoʻohana ka haumāna i kekahi mau kaʻakālai no kona heluhelu ʻana i nā huaʻōlelo hou. Use multiple word identification cues to read unknown words accurately.
      • a.E nānā ʻia nā manaʻo o nā huaʻōlelo a puni ka huaʻōlelo hou a me kona ʻike ponoʻī. Meaning/semantic cues are those that come from understanding the meaning of the words around the unknown word combined with own background knowledge.
      • b.E nānā ʻia ka pilina ʻōlelo Structure/grammar cues are those that involve understanding how a sentence is structured and what word would be grammatically correct.
      • c.E nānā pono ʻia nā hua palapala a me nā hakalama o ka huaʻōlelo hou. Visual cues are those that involve the appearance of the word and the letters the word contains.
    • OLA.4.18Hoʻohana ʻia nā analula pololei e mōakāka ai ka manaʻo nui, e laʻa me nā poke ʻōlelo e hoʻohui ai i ʻelua manaʻo ʻokoʻa e like me, “no ka mea,” “ma muli o,” a me nā ʻami ʻaʻano/hopena.
    • OLA.4.19E hoʻonui ʻia ka ʻike i nā huaʻōlelo hou ma:
      • a.ka nānā ʻana ma ka puke wehewehe; study of dictionary
      • b.ka nānā ʻana i nā huaʻōlelo manaʻo like a manaʻo ʻēkoʻa hoʻi; study of synonyms and antonyms
      • c.ka nānā ʻana i huaʻōlelo maʻamau me ona mau pākuʻina kau mua a kau hope; study of common root words, prefixes, and suffixes.