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 7 - 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.7.1Gather manaʻo about moʻokūʻauhau and kūlana through nīnauele (interviews) and oral histories.
  • ELA.7.2Use ʻōlelo Hawaiʻi inoa ‘āina (traditional place names, mauka/makai) to understand various traditions/histories of a place and to understand my place in different spaces.
  • ELA.7.3Demonstrate appropriate lawena when engaging in different cultural protocol (i.e. welcoming, entering, gathering, planting, mahalo, kamaʻāina/malihini) in a variety of settings (i.e. in and out of school).
  • ELA.7.4Contribute to community wellness by practicing ola pono (i.e. ʻai pono, laʻau lapaʻau, māla, hoʻoponopono) and building the capacity to connect with ʻāina.
  • ELA.7.5Ground our thoughts and actions in kānaka historical and contemporary best practices (i.e. resource management, conservation) and educate others.

  • ELA.7.6Read challenging material willingly, using reading strategies independently to make sense of text.
  • ELA.7.7Work with peers willingly, taking on different roles and working with different group members to widen own perspectives.
  • ELA.7.8Identify and show appreciation for differing perspectives from multiple sources of information on a given topic, even when not agreeing with some viewpoints.
  • ELA.7.9Develop plans and use them to complete long-term assignments independently, allowing for time to read and explore multiple sources and to write using steps in the writing process.

  • ELA.7.10In group study sessions, come prepared with discussion points, questions, or concerns arising from materials read or researched.
  • ELA.7.11Use precise vocabulary appropriate for topic and audience in oral discussions and presentations.

  • I.Reading Comprehension
    • ELA.7.12Read primary and secondary sources in different subject areas (history, science, the arts, literature, etc.). Use both print and online sources.
      • a.Primary sources are first-hand accounts from a person’s lived experience that convey their point of view.
        • i.Examples: speeches, diaries, letters, or interviews telling what the person involved in an event or experience said or wrote; newspaper articles by reporters who witnessed an event or who interviewed people who did; datasets or survey data, such as census records or economic statistics; photographs, videos, or audio recordings that capture an event or a period of time [these last, although not text based, can be “read” for content and interpretations].
      • b.Secondary sources are second-hand accounts from authors or reporters who are writing about something that they did not experience, even though they may quote or otherwise use primary sources in their accounts. The author of a secondary source adds a layer of analysis and interpretation to the material they are writing about.
        • i.Examples: Most books about a topic, especially textbooks; scholarly or other articles about a topic, especially by people not directly involved; analysis or interpretation of data; documentaries, although they often include photos or video portions that can be considered primary sources.
    • ELA.7.13Analyze primary and secondary sources.
      • a.Examine point of view (the subject’s in a primary source and the author’s in a secondary source on the same topic). Compare and contrast, identify similarities and differences, evaluate how well each presents a valid viewpoint, and give reasons why.
      • b.Evaluate the adequacy and accuracy of text evidence supporting the argument being made by an author or subject (identify the argument or perspective, list the evidence provided, assess how well the main points are supported based on the quantity and quality of the evidence, cite other resources/experts that support or refute the main points).
      • c.Make a case for the credibility of the author (Is the author a recognized expert in this field? Is the information given based on facts or opinions? How is the author’s point of view supported?)
    • ELA.7.14Evaluate informational media, examining accuracy of information presented, relevance of facts to the topic, and author’s use of facts to support opinions.
  • II.Writing Process
    • ELA.7.15Write in a variety of genres, carrying a piece through the steps of the writing process as needed for intended audience and purpose.
    • ELA.7.16Plan and draft using an appropriate organizational structure (e.g., organization by categories, order of importance, chronology, main idea with supporting details, compare and contrast) that gives the piece coherence and completeness.
    • ELA.7.17Provide strong support for thesis or main ideas in a piece by:
      • a.choosing credible sources of information in the planning stage,
      • b.using carefully selected facts, clear examples, and logical reasoning in drafting and revision.
    • ELA.7.18Cite sources using a professional format (e.g., APA, MLA, Chicago Manual of Style) with parenthetical citations in the text and a reference list.
  • III.Language & Vocabulary Development
    • ELA.7.19Identify language in a text that reveals an author’s point of view or bias (e.g., loaded language that elicits a strong emotional response, language that emphasizes or glosses over selective facts).
    • ELA.7.20Identify some common literary devices (e.g., metaphor, symbolism, analogy, personification) and interpret examples of them in context.