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 - 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.7.1ʻOhi 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.7.2Ma 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.7.3Kūpono 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.7.4He 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.7.5Mai 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.7.6Koho a hoʻopuka i ka ʻōlelo Hawaiʻi me ka haʻaheo
  • OLA.7.7Hoʻohana ʻia nā loina Hawaiʻi a me ka ʻōlelo kūpono e hoʻokipa ai i ka malihini
  • OLA.7.8Moʻolelo e pili ana i ka pilina o kona ʻohana i ka ʻāina i ʻike ʻia ma nā:
    • a.Moʻolelo
    • b.ʻŌlelo Noʻeau
    • c.ʻŌlelo Kaulana
  • OLA.7.9Hoʻopaʻanaʻau a hoʻohālikelike i nā ʻano mele like ʻole. E laʻa nā mele:
    • a.ʻāina
    • b.aloha
    • c.kanikau
  • OLA.7.10Komo piha ka haumāna i ka hana ma ka hui a hoʻāʻo nō hoʻi ʻo ia i kekahi mau kuleana ʻokoʻa me ka hana pū ʻana me nā lālā o ka hui. Work with peers willingly, taking on different roles and working with different group members.
  • OLA.7.11ʻIke a mahalo ka haumāna i nā manaʻo like ʻole no ke kumuhana hoʻokahi mai kekahi mau kūmole ʻokoʻa (i loko nō naʻe paha o kona kūʻē ʻana i kekahi o ia mau manaʻo). Identify and show appreciation for differing perspectives from multiple sources of information on a given topic, even when not agreeing with some viewpoints.
  • OLA.7.12Hoʻolālā ʻia ke kaʻina hana (e lawa ana ka manawa ʻohi ʻike a me ka manawa kākau) i kō ai nā haʻawina a pau. Develop 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.

  • OLA.7.13Haʻiʻōlelo uluwale ma mua o ke anaina e pili i kekahi kumuhana no ke ao nei.
    • a.Hoʻohana ʻia ka ʻōlelo noʻeau kūpono i mea e kākoʻo ai i ka manaʻo nui o ka haʻi ʻōlelo.
  • OLA.7.14Kālailai a hoʻopili i ke ʻano o nā nīnauele mānaleo Hawaiʻi i ʻokileo ʻia ma mua.
    • a.palapala i ka leo kupuna ma ka pela pololei ʻana.
    • b.hōʻuluʻulu pōkole i ka manaʻo i lohe ʻia ma ka ʻoko leo ʻia o kahi kupuna.
  • OLA.7.15Hoʻonohonoho i nā mea e pono ai ma mua o ka nīnauele:
    • a.Nā nīnau kūpono
    • b.Nā pono nīnauele
    • c.Wehewehe i ke kumu i koho ʻia ai ke kanaka e nīnauele ai
  • OLA.7.16Hoʻonoho i nā mea e pono ai no ka paio manaʻo a me ka hoʻopaʻapaʻa
    • a.ke kumuhana/hihia
    • b.Nā kumu waiwai/ kūmole kūpono
    • c.Hoʻohālikelike a hōʻike i nā manaʻo o nā ʻaoʻao ʻelua o kekahi kumuhana.
  • OLA.7.17Hoʻohana pololei ʻia nā hoʻōho (interjection/expressions), e laʻa me “kai nō” a me “ahahana/ʻēhē”
  • OLA.7.18Ma ka hui liʻiliʻi, e mākaukau mua nā manaʻo a me nā nīnau mai loko mai o nā mea i heluhelu/noiʻi ʻia e kūkā ai. In group study sessions, come prepared with discussion points, questions, or concerns arising from materials read or researched.

  • I.Ka Heluhelu
    • OLA.7.19E heluhelu ʻia nā kūmole kuamua a me nā kūmole (ma ka pepa a me ka pūnaewele) kualua ma nā ʻano mākau like ʻole (mōʻaukala, akeakamai/ʻepekema, etc.). Read primary and secondary sources in different subject areas (history, science, the arts, literature, etc.). Use both print and online sources.
      • a.ʻO nā kūmole kuamua kēlā mau mea i palapala ʻia e ke kanaka nāna i hana a nāna paha i ʻike maka i ka hana. Primary sources are first-hand accounts from a person’s lived experience that convey their point of view.
        • i.He wahi laʻana: ka haʻi ʻōlelo, ka moʻomanaʻo, ka leka, a me ka nīnauele a ke kanaka nāna ka hanana a nāna paha i ʻike maka; ka ʻakikala nūpepa na ka mea kākau i ʻike maka a i ʻole nāna i nīnauele i ke kanaka i ʻike maka i ka hanana; ka ʻikepili o ke anamanaʻo a me ka helu kanaka; ke kiʻi, ka wikiō, a me ka ʻaukiō e hōʻike mai ana i ka hanana a i ke ʻano paha o kēlā wā. 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.ʻO nā kūmole kualua kēlā mau mea i palapala ʻia e kekahi e pili ana i kekahi mea a hanana paha a haʻi i hana a ʻike maka paha. Kuhi ʻia mai naʻe paha ke kūmole kuamua i loko o ke kūmole kualua. Komo naʻe paha ka manaʻo kālailai a ka mea kākau ma ke kūmole kualua. 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.He wahi laʻana: ka puke kumuhana, keu hoʻi nā puke haʻawina; ka ʻakikala kumuhana; ka palapala kālailai ʻikepili; ke kiʻiʻoniʻoni kumuhana (kahi naʻe i ʻike ʻia paha nā kūmole kuamua). 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.
    • OLA.7.20E kālailai i nā kūmole kuamua a me nā kūmole kualua. Analyze primary and secondary sources.
      • a.Kālailai i nā mele Hawaiʻi me ka helu pū ʻana i nā loina kuluma o ke mele (meiwi).
        • i.Wehewehe i ka manaʻo o ka hakumele o ke mele i noiʻi ʻia.
        • ii.Hōʻike i ka manaʻo o ke mele ma ka hula ʻana.
      • b.E nānā pono ʻia ke kuana ʻike ma ke kūmole kuamua a me ke kūmole kualua. E hoʻohālikelike i ka like a me ka ʻokoʻa, ka ʻoiaʻiʻo o kēlā me kēia kuana ʻike, a me ke kumu o ia mau manaʻo. 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.
      • c.E hōʻoia i ka lawa a me ka pololei o nā manaʻo kākoʻo i hōʻike ʻia (e hōʻike i ke kuanaʻike, helu i nā manaʻo kākoʻo, hoʻoholo i ke kākoʻo kūpono ʻia o ke kuanaʻike, a e kuhi i kekahi kūmole ʻokoʻa e kākoʻo pū mai ana a i ʻole e kūʻē ana paha i ka manaʻo nui. 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).
      • d.E kākoʻo i ka mākaukau pono o ka mea kākau (He loea paha ʻo ia? He ʻoiaʻiʻo ka ʻike a i ʻole he manaʻo wale nō paha? Pehea i kākoʻo ʻia ai kona manaʻo a kuanaʻike paha?) 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?)
    • OLA.7.21Kālailai i ka unuhi a haʻi mai ka ʻŌlelo Hawaiʻi a i ka ʻŌlelo Pelekānia.
  • II.Ka Pōʻaiapuni Kākau
    • OLA.7.22Kākau ka haumāna ma kekahi mau ʻano e hahai ana i ka pōʻaiapuni kākau e like me ka mea e pono ai kona kumu a me ke anaina heluhelu. Write in a variety of genres, carrying a piece through the steps of the writing process as needed for intended audience and purpose.
      • a.Haku i mahele palapala ma luna o nā hiʻohiʻona palapala (meiwi) ʻike kuʻuna
    • OLA.7.23Hoʻolālā ʻia a kākau ʻia ke kāmua ma ka hahai ʻana i ka ʻolokeʻa kūpono (e laʻa me, ka wae ʻao, ke koʻikoʻi, ke au o ka manawa, ka manaʻo nui a me kona manaʻo kākoʻo, ka hoʻohālikelike) no ka piha pono a me ke kahe maikaʻi o nā manaʻo. Plan 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.
    • OLA.7.24Kākoʻo maikaʻi ʻia ka manaʻo nui ma: Provide strong support for thesis or main ideas in a piece by:
      • a.wae ʻana i nā kūmole ʻoiaʻiʻo; choosing credible sources of information;
      • b.ka wae pono ʻana i ka ʻike a me nā laʻana, a me ke akaka o nā manaʻo ma ke kāmua a me ka hoʻokāʻoi ʻana; using carefully selected facts, clear examples, and logical reasoning in drafting and revision.
    • OLA.7.25Haʻakuhi loko ʻia nā kūmole ma ke ʻano kūpono (ke ʻano APA, ke ʻano MLA, a ke ʻano Kikako paha). E pākuʻi ʻia hoʻi ka papa kūmole. Cite sources using a professional format (e.g., APA, MLA, Chicago Manual of Style) with parenthetical citations in the text and a reference list.
  • III.Ka ʻŌlelo & Ka Huaʻōlelo
    • OLA.7.26Hoʻohana ʻia nā analula pololei ma ka pō‘aiapili kūpono e mōakāka ai ka manaʻo nui.
    • OLA.7.27Hōʻike ʻia ke ʻano o ka ʻōlelo e hoʻomaopopo mai ana i ke kuanaʻike o ka mea kākau (ka ʻōlelo e hōʻike leʻa mai ana paha i kona manaʻo kākoʻo a kūʻē paha). Identify language in a text that reveals an author’s point of view or bias.