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 6 - 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.6.1ʻOhi ʻia ka ʻike no ka moʻokūʻauhau a me ke kūlana ma nā nīnauele a me ka hoʻolohe ʻana i nā moʻolelo o nā kūpuna. Gather manaʻo about moʻokūʻauhau and kūlana through nīnauele (interviews) and oral histories.
  • OLA.6.2Ma o nā inoa ʻāina kuʻuna e kamaʻāina ai i nā moʻolelo/kaʻao no ka ʻāina a e maopopo ai hoʻi ke kūlana o kānaka ma ia mau wahi. Use ʻōlelo Hawaiʻi inoa ‘āina (traditional place names, uka/kai) to understand various traditions/histories of a place and to understand my place in different spaces.
  • OLA.6.3Kūpono ka lawena ma nā ʻano moʻokiʻina kuʻuna like ʻole (ke kipa/ka hoʻokipa, ke komo, ka ʻohi (meakanu paha), ke kanu ʻana, ka mahalo, apa) ma nā pōʻaiapili like ʻole (ma loko a ma waho aku hoʻi o ke kula). Demonstrate appropriate lawena when engaging in different cultural protocol (i.e. visiting/welcoming, entering, gathering, planting, mahalo, etc.) in a variety of settings (i.e. in and out of school).
  • OLA.6.4He kōkua a kākoʻo ke ola pono o ke kanaka i ke ola pono o ke kaiāulu a me ka pili ʻana hoʻi i ka ʻāina. Contribute to community wellness by practicing ola pono (i.e. ʻai pono, lāʻau lapaʻau, mahi ʻai, hoʻoponopono) and building the capacity to connect with ʻāina.
  • OLA.6.5Mai ke kuanaʻike Hawaiʻi nā manaʻo a me nā hana (e laʻa me ke aloha ʻāina) a ma ia kuanaʻike e hoʻonaʻauao aku ai iā haʻi. Ground our thoughts and actions in kānaka historical and contemporary best practices (i.e. resource management, conservation) and educate others.

  • OLA.6.6Haku a nīnau ʻia nā nīnau i mea e akāka ai ka manaʻo a e waiwai ai ke kūkā kamaʻilio ʻana (ma nā hui pakanā, nā hui liʻiliʻi, a me nā hui nui) Formulate and ask thoughtful questions in one-on-one, small-group, and large-group situations that help clarify thoughts and improve discussions.
  • OLA.6.7Koho ʻia nā kiʻikuhi a me mea ʻē aʻe e kākoʻo ana i ka hoʻomohala pono ʻana i nā manaʻo no ka ʻimi noiʻi a me ke kākau ʻana (e laʻa me nā kiʻikuhi, nā kiʻi, nā ʻolokeʻa, a me nā pakuhi kaʻina). Choose to use tools to develop and expand ideas for exploration, research, and writing (e.g., thinking maps, webs, diagrams, outlines, flow charts).
  • OLA.6.8Hoʻohālikelike i nā mele Hawaiʻi me ke kālele pū ʻana i nā loina kuʻuna o ke mele.
  • OLA.6.9Ho‘ohālikelike ‘ia ke mele i lohe ‘ia me ka mea i kākau ‘ia.

  • OLA.6.10Haʻiʻōlelo ma mua o ke anaina e pili i kekahi kumuhana i noiʻi ʻia (ma ka puke, ma ke kamepiula, a ma ke kūkā kamaʻilio ʻana paha) me ke kahe kūpono o ka ʻōlelo.
  • OLA.6.11Hoʻokomo ʻia ka ʻōlelo noʻeau ma kahi kūpono.
  • OLA.6.12Maopopo ka loina ku‘una o kāna i lohe ai.
  • OLA.6.13Ma ka hui e hoʻopuka ʻia ai ka ʻōlelo e kōkua ana i ka pili maikaʻi o nā lālā, i ka hoʻoholo like i nā manaʻo kūpono, a me ka ʻae like ʻana i nā kuleana, apa. In group work, use language that enhances open communication in order to build cohesion, reach consensus, make appropriate decisions, agree on responsibilities, etc.

  • I.Ka Heluhelu
    • OLA.6.14Wehewehe ʻia ka ʻikena kuʻuna a me ke kuanaʻike Hawaiʻi.
    • OLA.6.15Ma ke kope paʻa a me ke kope uila e heluhelu ai ka haumāna i kekahi mau mea ʻokoʻa no nā mea e pā ai ka moʻomeheu a me ka ʻāina. Read multiple texts to explore issues of cultural and environmental importance and impact, using both print and online sources.
      • a.I mea e hohonu ai ka ʻike, e nīnau iho ʻia nā nīnau ma mua, ma waena, a ma hope o ka heluhelu ʻana. Ask yourself questions before, during, and after reading to think more deeply about what is being read and its significance.
      • b.Haku ʻia he nīnau hoʻokele, a e ʻimi ʻia ka haʻina ma ka heluhelu ʻana. Develop a research question and read further to acquire more specific information to answer the question.
      • c.Wae ʻia ka ʻike koʻikoʻi mai loko mai o ka mea i heluhelu ʻia a palapala ʻia hoʻi nā manaʻo ma kāna ʻōlelo ponoʻī. Pēlā nō e hōʻike aku ai ka haumāna i ka paʻa o ka ʻike iā ia. Identify important information from texts and record this content in own words to show understanding of text and to aid in retaining key information and critical ideas.
  • II.Ka Pōʻaiapuni Kākau
    • OLA.6.16Kākau i ka haumāna no ke kūpale ʻana i kekahi manaʻo a no ka hoʻohuli manaʻo ʻana paha. Produce different types of persuasive/argumentative writing (developing an argument that seeks to convince readers or listeners to agree with the writer and even act on the argument).
      • a.He laʻana o ke kākau ʻana no ka hoʻohuli manaʻo ʻana: He leka noi; he ʻakikala e hōʻike ana i kekahi manaʻo ponoʻī, he pepa hōʻike manaʻo; he paka puke; he hoʻolaha. Examples of persuasive writing forms: letter to someone in charge to ask for something; newspaper editorial advocating for a point of view; persuasive essay for classmates, whole school, or wider audience; book review with critique; proposal for something wanted; advertisement.
      • b.E like me ke kumu o ke kākau ʻana, hiki paha ke kākau ʻia ka haʻina noiʻi no ka hoʻohuli ʻana i ka manaʻo o ka mea heluhelu. A persuasive writing format may be used to report results of research, depending on the purpose of the writing piece.
    • OLA.6.17Hahai 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.koho ʻia ke ʻano kūpono o ka hōʻike no ke kumu o ke kākau ʻana (he haʻi moʻolelo paha, he hoʻonaʻauao, a he hoʻohuli manaʻo paha) a me ke anaina hoʻi. choosing a format for sharing that is best suited to the audience and purpose of the written work, such as to tell a story, inform, or persuade;
      • b.hoʻoikaika ʻia ke kākau ʻana ma ka hoʻokomo ʻia o nā ʻano kiʻi like ʻole (he kiʻi/lepe kiʻi, he palapala ʻāina, he pakuhi) using visual information to enhance written work (illustrations with captions, maps with legends, graphs, diagrams);
      • c.ka leo ponoʻī o ka mea kākau a me ka pela ʻana, nā kiko, a me nā hua maʻaka/naʻinaʻi (me ka hoʻoikaika mau i nā manaʻo, nā huaʻōlelo, a me ke kahe pono) the writing traits of voice and conventions (while continuing to build on ideas/content, word choice, organization, and sentence fluency);
      • d.hōʻike ʻia nā kūmole kūpono (e laʻa me ka ʻike kupuna, ka ʻohana, ke kaiaulu, kekahi mau mea i kākau ʻia) ma nā kuhia loko a me ka papa kūmole. identifying reputable sources of information (e.g., ʻike kupuna, family, community, text sources) using parenthetical citations and creating a reference list with appropriate detail.
    • OLA.6.18E kākau ʻia ka pepa noiʻi ma kekahi mākau aʻo a ma waena paha o kekahi mau mākau aʻo. Write to report results of research within and across curriculum areas.
      • a.Koho i ke kumuhana (e pili ana i ka moʻomeheu Hawaiʻi a mālama ʻāina paha) e noiʻi ai. Choose some aspect of a research topic of cultural or environmental importance and impact to write about.
      • b.Hoʻoholo ʻia ke kumu o ke kākau ʻana a me ke anaina nāna e hoʻolohe/heluhelu. Determine purpose for writing and identify intended audience.
      • c.Haku ʻia ka hopuna ʻōlelo o ka manaʻo nui e pili pono ana i ke kumu o ke kākau ʻana, ke anaina, a me ka ʻike i noiʻi mua ʻia. Develop a thesis statement based on intended purpose and audience, and in light of information acquired from research conducted.
      • d.Hōʻuluʻulu pōkole ʻia nā manaʻo koʻikoʻi o kekahi kūmole. Summarize text information from a single source.
      • e.Hakuahua ʻia nā manaʻo koʻikoʻi o kekahi mau kūmole, me ka ʻike hoʻi i kēnā mau manaʻo ʻokoʻa. Synthesize text information from multiple sources into a coherent whole, while recognizing outlying information or information with differing viewpoints and putting it into context.
      • f.E kākau ʻia a e hoʻokāʻoi ʻia ke kāmua ma ka nānā ʻana i nā noka. ʻAʻole nō e ʻaihue ʻia ka ʻōlelo a haʻi (koe naʻe kēlā mau manaʻo ma ke kaha puanaʻī). Draft and revise based on notetaking, avoiding copying any text directly except for short quotations as needed to enhance the content of the report.
      • g.Akaka ka panina o ka pepa noiʻi ma kona hoʻopili pū ʻana i ka nīnau hoʻokele a me ka ʻikepili o ka noiʻi. State a clear conclusion from research, linking back to research question and data.
      • h.Hoʻokomo ʻia nā kiʻi a me nā pakuhi no ka hoʻomohala piha ʻana i nā manaʻo. Use graphics to report and summarize data concisely.
      • i.He papa kūmole piha pono ko ka pepa noiʻi. Create a reference list to give credit to sources of information and link back to parenthetical citations in the body of the report.
  • III.Ka ʻŌlelo & Ka Huaʻōlelo
    • OLA.6.19Hoʻohana ʻia nā analula pololei ma ka pō‘aiapili kūpono e mōakāka ai ka manaʻo nui.
    • OLA.6.20Ma ke kākau ʻana a me nā hōʻike e hoʻopuka ai ka haumāna i nā huaʻōlelo i aʻo ʻia ma kona heluhelu ʻana. Use technical vocabulary learned from wide reading and research in own writing and in formal presentations.
    • OLA.6.21Hoʻopuka ʻia ke ʻano ʻōlelo kūpono no ka hanana a me ke anaina (he ʻōlelo mīkololohua paha a he ʻōlelo kauhale paha). Adjust oral and written language use for a given audience, purpose, and situation, moving between formal and informal speech appropriately.