Kahua Standards and Benchmarks
PK-12 essential standards and benchmarks for Hawaiian-focused education.
Grade 5 - 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.5.1Kāwili 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.5.2Hoʻoikaika 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.5.3ʻIke 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.5.4Maopopo 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.5.5ʻIke 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.5.6Hoʻāʻo ka haumāna e hoʻokō i kāna mau haʻawina me ka maikaʻi (me ka nānā ʻana i ke analoi, ka lohe ʻana i ka manaʻo o haʻi, a me ka nānā ʻana i laʻana). Take initiative to complete assignments and projects with quality (e.g., use rubric criteria to refine and improve own work, seek and use feedback from others, use mentor texts for writing support).
- OLA.5.7Lawe ka haumāna i kona ʻike a mālama; kaʻana hoʻi ʻo ia i kona ʻike e like me ke ʻano kūpono. Value work produced and knowledge learned across curriculum areas and share it competently with the wider community (e.g., ʻāina partners, guest speakers, other schools).
- OLA.5.8Wehewehe i ka ha‘awina o kekahi mele
- a.me ke kākoʻo pū ʻana i kona manaʻo ma o nā lāʻana mai ke mele mai
- b.me ke kuhi ‘ana i ka pō‘aiapili kūpono e ho‘ohana ‘ia ai ke mele
- OLA.5.9Maopopo ka pilina o kona ʻohana i:
- a.kona ʻāina hānau
- b.kona wahi noho
- c.ke kahua kula
- OLA.5.10Hoʻopuka ʻia ka ʻōlelo:
- a.e wehewehe pono ai iā haʻi i kekahi hana
- b.e hōʻike leʻa ai i ka pōʻaiapili hoihoi a pili loa i ka haumana ma ka ʻōlelo uluwale
- c.e wehewehe ai i kona kuanaʻike ponoʻī
- d.e hōʻuluʻulu ai i nā manaʻo like ʻole
- e.e pono ai ke kama‘ilio
- OLA.5.11Maopopo ka hoʻohana pololei ʻia o nā hoʻōho maʻamau:
- a.ʻĀ ʻoia
- b.Tsā/Kā
- c.Hemū/Hele pēlā
- d.Hāmau/Kulikuli
- I.Ka Heluhelu
- OLA.5.12Heluhelu nui ʻia nā ʻano mea like ʻole (he mele a poema paha, he moʻolelo paha, a he puke kumuhana paha) ma nā mākau ʻokoʻa no ka ʻimi ʻana i ka ʻike no ka noiʻi a no nā mea e hoihoi ai hoʻi ka manaʻo. ʻImi ʻia hoʻi ka ʻike ma nā mea i paʻi ʻia a me nā mea i hoʻopuka ʻia ma ka pūnaewele puni honua. Read widely in different genres (mele/poetry, narrative, and informational texts) across curriculum areas to gather information about topics of study and personal interest, and integrate information from different texts on a topic. Use both print and online sources.
- OLA.5.13Mālama ʻia ka ʻikena kuʻuna a me ke kuanaʻike Hawaiʻi.
- OLA.5.14Hō‘ulu‘ulu ‘ia ka mo‘olelo ma ke ‘ano he ho‘opōkole me ka hō‘ike ‘ana i nā mahele ko‘iko‘i a me ka mana‘o nui o ia mo‘olelo.
- OLA.5.15He hōʻuluʻulu waha paha (ma ka haʻi ʻōlelo a walaʻau paha), he hōʻuluʻulu kiʻi paha (he pelaha, he laina manawa, he kiʻi), a he hōʻuluʻulu kākau paha. Summarize orally (formal speech, informal sharing), visually (poster, timeline, infographic, photo collage), and in writing.
- a.He laʻana o ka hōʻuluʻulu kumuhana: Hōʻike mua ʻia ka manaʻo nui, hoʻokaʻina pololei ʻia nā manaʻo koʻikoʻi, pani akāka ʻia nā manaʻo a pau. Examples for informational texts: identifying important information and putting it together in a shorter form (an opening sentence or an appropriate visual element to identify the topic, a section/paragraph/visual element on each important idea, and a concluding statement/visual element to wrap up important ideas).
- b.He laʻana o ka hōʻuluʻulu mele/poema a moʻolelo paha: Hōʻike ʻia ka manaʻo nui me nā lāliʻi o ke mele a moʻolelo paha e pili pū ana. Examples for mele/poetry and narrative texts: identifying a theme/big idea from key details in the text and explaining this information in summary form (e.g., how a character responds to a challenge, how the writer of a mele or oli tells a story in imagery).
- OLA.5.16Hakuahua ʻia ka ʻike mai loko mai o kekahi mau mea i heluhelu ʻia. Synthesize information across texts.
- a.Wae ʻia ka ʻike koʻikoʻi mai loko o kekahi mau kumu. Read more than one source about a topic and note important information from each source.
- b.ʻIke ʻia nā mea like mai loko mai o kekahi mau kumu. Identify concepts that are similar across the sources.
- c.Hoʻohui pū ʻia nā manaʻo hou me ko ka haumāna ʻike ponoʻī i ākea aʻe ai kona mau manaʻo o ke kumuhana. Integrate these concepts with own background knowledge to broaden understanding of the topic and form new ideas and opinions.
- II.Ka Pōʻaiapuni Kākau
- OLA.5.17Kākau ka haumāna no kekahi mau kumuhana hakuleʻi. Produce different types of informational writing.
- a.Ke kākau ʻana no ka mea i heluhelu ʻia: he hōʻuluʻulu manaʻo, he haʻi ʻōlelo, he ʻakikala pōkole, he pepa noiʻi. Examples of informational writing in response to reading: summary of text content, speech based on text content, short article on some aspect of a text, longer report based on text content from one or more sources.
- b.ke kākau ʻana me ka ʻike ponoʻī: he haʻi ʻōlelo no kekahi kumuhana hoihoi, he ʻakikala, ka wehewehe ʻana no kekahi hanana. Examples of informational writing not specifically related to reading: speech based on topic of interest to writer using prior knowledge, article based on prior knowledge, description of a learning experience so that someone who is not a part of the class would understand.
- OLA.5.18Hahai ka haumāna i ka pōʻaiapuni kākau (ka hōʻike manaʻo, ke kāmua, ka hoʻokāʻoi, ka hālāwai, ka loihape, ka hoʻopuka, ka hōʻike) no ka wehewehe ʻana i nā manaʻo like ʻole, me ke kālele naʻe penei: Use the steps of the writing process (planning, drafting, revising, editing, publishing, sharing) to communicate ideas related to academic work and personal life, with a focus on:
- a.ke koho ʻana i kēnā mau kūmole kūpono e kākoʻo ana i ka manaʻo nui, ke kuhi ʻana i ia mau kūmole ma loko o ke kākau ʻana, a me ka hoʻokumu ʻia ʻana o ka papa kūmole; selecting relevant and credible sources of information to support an opinion or a thesis, citing sources of information in the body of writing, and creating a reference list (books, articles, interviewees, and/or online resources).
- b.ka loihape ʻana (ka hoʻoponopono ʻana i ka pilina ʻōlelo, nā hua maʻaka/naʻinaʻi, nā kiko, a me ka pela ʻana); editing (correcting grammatical, capitalization, punctuation, and spelling errors)
- c.ka hoʻopuka ʻana i ke kāmua hope (i hoʻoponopono ʻia a loihape ʻia) ma ke ʻano i koho ʻia no ka hōʻike ʻana aku; publishing (creating a final revised and edited version in a chosen form to share in school or with a wider audience outside of school)
- OLA.5.17Kākau ka haumāna no kekahi mau kumuhana hakuleʻi. Produce different types of informational writing.
- III.Ka ʻŌlelo & Ka Huaʻōlelo
- OLA.5.19Hoʻohana ʻia nā analula pololei ma ka pō‘aiapili kūpono e mōakāka ai ka manaʻo nui.
- OLA.5.20Ua paʻa nā pilinaʻōlelo a me nā hua ʻōlelo e heluhelu ai i nā moʻolelo no ia pae me ka maopopo.
- OLA.5.21Hoʻomaka ka haumāna e hoʻowili kūpono i nā meiwi kākau i loko o kāna hana (nā wahi pana, nā mele, nā ʻōlelo noʻeau, ke kaona, nā ʻikioma, apa) no ka wehewehe pono ʻana i kona mau manaʻo ponoʻī. Use ʻike kupuna vocabulary (i.e. place names, oli, mele, moʻolelo, ʻōlelo noʻeau) to describe own thoughts.
- OLA.5.22Hoʻohana pololei ʻia nā huaʻōlelo akāka (ma ka pili helu, ka ʻepekema, ka pili kanaka, a me ka ʻike Hawaiʻi) Use descriptive academic vocabulary (in math, science, social studies, ʻike kupuna) accurately.