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 8 - 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.8.1ʻOhi 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.8.2Ma 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.8.3Kūpono 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.8.4He 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.8.5Mai 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.8.6Koho a hoʻopuka i ka ʻōlelo Hawaiʻi me ka haʻaheo
  • OLA.8.7Hoʻohana ʻia nā loina Hawaiʻi a me ka ʻōlelo kūpono e hoʻokipa ai i ka malihini
  • OLA.8.8Moʻolelo 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.8.9Hoʻopaʻanaʻau a hoʻohālikelike i nā ʻano mele like ʻole. E laʻa nā mele:
    • a.ʻāina
    • b.Aloha
    • c.kanikau
  • OLA.8.10ʻImi ka haumāna i kēlā mau kūmole (he puke, he kūmole pūnaewele, a he kanaka paha) e pono ai kona hoʻokō ʻana i kāna haʻawina a kuleana paha. Secure access to appropriate literacy resources (conventional hardcover books, resources available through the internet, personal communication) to complete an assignment or task.
  • OLA.8.11Wae ka haumāna i ke/nā kaʻakālai heluhelu/kākau kūpono e holomua ai kāna haʻawina. Select reading and writing strategies that are the most appropriate for the purpose of an activity or assignment.

  • OLA.8.12Haʻiʻōlelo 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
    • b.Noʻonoʻo ʻia ka mea e pono ai ke anaina hoʻolohe ma ka hoʻomākaukau ʻana i ka haʻi ʻōlelo. Consideration is given to the audience when preparing a presentation
    • c.Kūpono ka lawena kino (ke kū ʻana, ke kuhi lima, a me ka nānā ʻana o ka maka) ma ka hōʻike a haʻiʻōlelo paha. Appropriate non-verbal language is used during a speech or presentation.
  • OLA.8.13Kālailai 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.8.14Hoʻonohonoho 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.8.15Hoʻonoho 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.8.16Hoʻohana pololei ʻia nā hoʻōho (interjection/expressions), e laʻa me “kai nō” a me “ahahana/ʻēhē”
  • OLA.8.17Ma ke kaʻana ʻana a ka haumāna i kona manaʻo ponoʻī, e hoʻolohe pono ʻia a e pane akaka ʻia nā nīnau me ka ʻoluʻolu. When sharing information and/or own beliefs and opinions, listen to questions posed and respond appropriately and respectfully.

  • I.Ka Heluhelu
    • OLA.8.19Heluhelu ʻia kekahi mau ʻano palapala (kūmole kuamua a me nā kūmole kualua) ma ka pepa a me ka pūnaewele: he mele/poema, he moʻolelo, he puke/palapala kumuhana paha. Read a variety of texts (mele/poetry, narrative, informational), including primary and secondary sources. Use both print and online 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.
    • OLA.8.20Loiloi ka haumāna i kāna e heluhelu ai (kākoʻo ʻo ia i kona manaʻo ponoʻī me kāna i heluhelu ai e pili ana i ke ʻano o ke kākau ʻana, nā manaʻo nui, a me ka pōʻaiapili, etc). Critique texts (give an opinion, supported by evidence, about the style, main ideas, and setting, etc).
      • a.He manaʻo no ka loiloi mele/poema: Thoughts for critiques of mele/poetry:
        • i.Akaka ka moʻolelo i haʻi ʻia ma ke mele/poema? He aha nā hiʻohiʻona a ʻōlelo paha o ke mele/poema e manaʻo ai ʻoe pēlā? Does the mele or poem tell a story and what elements in the mele or poem contribute to this?
        • ii.Mōakāka anei kahi, nā hāmeʻe, a i ʻole ka manaʻo nui ma muli o ka ʻōlelo a i ʻole ka pilina ʻōlelo o ke mele/poema? Did the language of the mele or poem create a clear image of place, the characters, or depicting a theme?
        • iii.Wehewehe ʻia nā manaʻo nui, me ka nānā pono ʻana hoʻi i ka wā a me ke kumu i haku ʻia ai ke mele/poema. Interpret themes and content, taking into consideration the time and context in which the poem or mele was composed.
      • b.He manaʻo no ka loiloi moʻolelo: Thoughts for narrative text critiques:
        • i.He ʻoiaʻiʻo paha ke kahua o ka moʻolelo? He aha nā māhele o ka moʻolelo e kū ai (a kū ʻole ai paha) i ka ʻoiaʻiʻo? Is the plot plausible? What details or other evidence give the story events credibility?).
        • ii.Pehea e pili ai nā māhele o ka moʻolelo? Pehea e pā ai kekahi i kekahi? (He aha ka pili o ka hāmeʻe i ka pōʻaiapili? He aha ka pili o ke kahua o ka moʻolelo i nā hana a hāmeʻe? What is the relationship of the parts of the story? How does one affect the other? (How are the characters related to the setting? What is the relationship of the plot to the actions of the characters?)
      • c.He manaʻo no ka loiloi puke/palapala kumuhana: Thoughts for informational text critiques:
        • i.Hōʻike i ka maikaʻi/maikaʻi ʻole a kūpono/kūpono ʻole paha o ka ʻike ma loko o ka palapala. Examine why the content presented is (or isn’t) credible or persuasive.
        • ii.Loiloi i ka hoʻonohonoho ʻana a ka mea kākau i ka ʻike ma ka palapala. He kākoʻo anei nā māhele nui o ka palapala i ka hoʻomohala pono ʻana i nā manaʻo nui? Critique the choice of structure an author uses to organize a text, including how the major sections contribute (or don’t) to the development of the ideas and viewpoints of the text.
        • iii.Loiloi i ke ʻano a me ka hoʻonohonoho ʻia ʻana o nā kiʻi (he kiʻi a he pakuhi paha) ma ka palapala. He kākoʻo anei nā kiʻi ma ka hoʻākāka ʻana a me ke kahe pono ʻana o nā manaʻo nui o ka palapala? No ke aha? Critique how well visual elements (photos, graphs, diagrams, etc.) enhance the text, do not enhance it, or possibly cause the reader confusion.
    • OLA.8.21Kālailai i ka unuhi a haʻi mai ka ʻŌlelo Hawaiʻi a i ka ʻŌlelo Pelekānia.
  • II.Ka Pōʻaiapuni Kākau
    • OLA.8.22Kākau 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, me ka nānā pono hoʻi i kona ʻolokeʻa kākau. Write in a variety of genres, using appropriate organizational structure and 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.8.23Me kona ʻike ma ka loiloi ʻana i kāna mau mea i heluhelu ai, e kākau ai ka haumāna i nā hōʻike ma mua paha o ka ʻahaʻōlelo, he papa alakaʻi, a ke kaiāulu paha. Use skills gained from critiques of reading to inform own writing in testimonies (at the legislature, a hearing, or to a neighborhood board), presentations (to a funder or panel of community experts).
  • III.Ka ʻŌlelo & Ka Huaʻōlelo
    • OLA.8.24Hoʻohana ʻia nā analula pololei ma ka pō‘aiapili kūpono e mōakāka ai ka manaʻo nui.