Kahua Standards and Benchmarks
PK-12 essential standards and benchmarks for Hawaiian-focused education.
Grade 9 - 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.9.1Kālailai ʻia a haʻakuhi ʻia nā moʻolelo mai nā kūmole kuamua a me nā kūmole kualua (he mele, he nūpepa, he kahuapaʻa pūnaewele, he puke, he kanaka) i hohonu aʻe ai ka ʻike no ka ʻāina. Analyze and cite moʻolelo from a variety of primary and secondary resources (i.e. mele, nūpepa, websites, books, ʻohana) to deepen understanding about the moʻokūauhau of our ʻāina.
- OLA.9.2Hoʻākāka ʻia nā pilina like ʻole ma ka ʻāina (ahupuaʻa, pōʻaiapuni ola, loko iʻa, apa) ma ka ʻike kilo a me ka ʻike ʻōlelo Hawaiʻi. Utilize kilo in various communities and expand observations through the use of ʻōlelo Hawaiʻi to describe patterns of wahi pana interdependence (i.e. ahupuaʻa, ecosystem, loko iʻa, etc.).
- OLA.9.3Wae ʻia a alakaʻi ʻia nā moʻokiʻina/ʻaha kūpono ma ka wā kūpono. Discern between and lead appropriate protocol in age/kuleana appropriate ceremonies and protocols.
- OLA.9.4ʻIke ʻia ke aloha ʻāina ma ka ʻimi a mālama ʻana i nā waiwai o kekahi wahi (e laʻa me ka limu, ka paʻakai, nā kūpuna, ka wai, apa) Utilize and mālama wahi pana resources (i.e. pāhonu, limu, salt beds, māla, kūpuna, water, kiʻopua) to aloha ʻāina.
- OLA.9.5Kamaʻāina i nā manaʻo o nā hoa kaiāulu (o nā kūpuna, nā hui, nā keʻena moku ʻāina/pekelala, nā kula nui, nā kanawai, apa) i mea e hoʻoponopono ʻia ai ka pilikia me ka lōkahi. Understand multiple perspectives to better empathize and collaboratively formulate solutions based on kānaka genealogy of that place (i.e. kūpuna, ʻāina partners, state/federal agencies, institutions of higher education, law).
- OLA.9.6Hoʻopuka i ka ʻōlelo Hawaiʻi ma nā ʻano pōʻaiapili like ʻole (wahi like ʻole, ma mua o ka poʻe like ‘ole, a me nā kumuhana like ʻole)
- OLA.9.7Noiʻi i ka ʻike no nā wahi pana ma waho o kona kaiāulu ma nā:
- a.Moʻolelo
- b.ʻŌlelo Noʻeau
- c.ʻŌlelo Kaulana
- OLA.9.8Hoʻopaʻanaʻau a hoʻohālikelike i nā mele ʻāina e laʻa,
- a.ke koʻihonua
- b.ke mele ʻāina
- c.ke mele wahi pana
- d.ke mele aloha ʻāina
- OLA.9.9Me kona ʻike i ka ʻōlelo Hawaiʻi e kākoʻo ai ka haumāna i kēlā mau mea, he mea nui ia iā ia iho a me kona kaiāulu. Use language arts skills learned to develop own perspectives and take effective actions in support of positions on issues of importance to self and community.
- OLA.9.10E nānā pono ka haumāna i kekahi manaʻo a hihia paha mai kekahi mau kuanaʻike ʻokoʻa mai, i piha pono ai kona ʻike no ka hoʻopuka ʻana i kona manaʻo ponoʻī. Examine multiple perspectives on an issue in order to gain knowledge, understand all sides, and make informed arguments for own position.
- OLA.9.11Haʻiʻōlelo uluwale (a hoʻolālā ʻia paha) ma mua o ke anaina e pili i kekahi kumuhana ma ka nūhou.
- a.Hoʻohana ʻia ka ʻike moʻolelo i mea e kākoʻo ai i ka manaʻo nui o ka haʻi ʻōlelo
- b.Kūpono ka hoʻonohonoho ʻia ʻana o ka hōʻike (ma ke au o ka manawa, ma ke kumuhana, ma ke kumu/hopena, ma ka hihia/haʻina) i mea e akaka a hoihoi ai ka manaʻo i ke anaina. Use an organizational structure (e.g., chronological, topical, cause & effect, problem & solution) that fits the purpose and makes ideas clear and interesting.
- OLA.9.12Unuhi i ka ʻike mai loko o kā haʻi haʻiʻōlelo
- OLA.9.13Hoʻopaʻa, palapala a kālailai i kekahi ʻikepili nīnauele (i paʻa ʻē ma ka wikiō/ ʻokileo) i mea e hoʻokaʻa ai i kekahi ʻike.
- a.Wae a palapala i ka ʻōlelo a Haʻi
- b.Hoʻohana i kona ʻike i hoʻomaopopo ai mai nā lola o nā leo kūpuna i ʻoki leo ʻia
- OLA.9.14Noiʻi a hōʻike piha i kona manaʻo kākoʻo a me kekahi manaʻo kūʻē
- a.Ma ka ʻike no ke au nei
- b.Ma ka ʻike no ke au kupuna
- OLA.9.15Kākoʻo i kekahi manaʻo kūʻē a me kona manaʻo ponoʻī me ke aloha
- a.Wehewehe i ka ikaika a me ka nāwaliwali o nā ʻaoʻao ʻelua
- OLA.9.16Hoʻohohonu ʻia ke kūkā ʻana ma:
- a.ka hoʻopili ʻana i nā nīnau i nā manaʻo ākea; Deepen discussions by asking questions that connect to broader themes or larger ideas;
- b.ke kono ʻana i nā manaʻo o nā kānaka a pau; actively incorporate others into the discussion;
- c.ka hoʻākāka ʻana, ka hōʻoia ʻana, a me ka hoʻonahoa ʻana i nā manaʻo o haʻi; clarify, verify, or challenge ideas.
- OLA.9.17Hoʻopuka ʻia ka ʻōlelo kūpono, nā hua lekikona hoʻi, ma nā ʻaha a me nā kiʻina hana Hawaiʻi. Use proper vocabulary and phrases during ceremony and protocol.
- I.Ka Heluhelu
- OLA.9.18Kālailai i nā mele Hawaiʻi a wehewehe i ke kumu o ka meiwi.
- a.Wehewehe i ke kaona o ke mele
- i.ma ka moʻolelo ʻana
- ii.ma ka hula ʻana
- a.Wehewehe i ke kaona o ke mele
- OLA.9.19Kālailai a hoʻohālikelike i nā unuhi (mai ka ʻŌlelo Hawaiʻi a i ka ʻŌlelo Pelekānia) a ʻelua mau kanaka.
- OLA.9.20E heluhelu ka haumāna i nā moʻolelo no kona nanea i ka moʻolelo a me ka hoʻonui ʻana hoʻi i kona ʻike ponoʻī. Read literature for personal enjoyment and to deepen and broaden one’s understanding.
- a.Kālailai ʻia ke ʻano a me nā hana o nā hāmeʻe. Analyze characters and their actions.
- b.ʻIke ʻia ka manaʻo nui a me kona hoʻomohala ʻia ma o nā māhele a pau o ka moʻolelo (e laʻa me ka hana/ʻōlelo a nā hāmeʻe, ka hihia/haʻina, apa). Determine a theme or central idea of a text and how it develops over the course of the text, including how it becomes apparent and is further shaped by specific details of the story.
- OLA.9.21Heluhelu ka haumāna i nā puke/palapala kumuhana, me ke kālailai hoʻi i ka maʻiʻo, ka hoʻonohonoho ʻia ʻana, ke kaila kākau, a me ka ʻōlelo i mea e nui aʻe ai kona ʻike ponoʻī. Read informational texts and analyze content, organization, style, and language to deepen understanding of text and gain new insights.
- OLA.9.22Hoʻohana ʻia kekahi mau kaʻakālai noka i maopopo ai ka mea i heluhelu ʻia. Use annotation methods to understand text with greater insight.
- a.He wahi laʻana: hoʻokāʻele ʻia nā manaʻo koʻikoʻi a me ka pili o ia mau manaʻo (ka pili o ka manaʻo nui i kona mau manaʻo kākoʻo, ke kaʻina hana, ka like a ʻokoʻa paha), ka palapala ʻana o ka haumāna i kona mau manaʻo ponoʻī e kupu mai nei ma ka heluhelu ʻana. Examples: highlighting key points and the relationship among them (e.g., main idea with supporting details, steps in a process, commonalities and differences), adding commentary on own reactions and insights.
- OLA.9.18Kālailai i nā mele Hawaiʻi a wehewehe i ke kumu o ka meiwi.
- II.Ka Pōʻaiapuni Kākau
- OLA.9.23Kākau ka haumāna ma kekahi mau ʻano e like me ka mea e pono ai kona kumu a me ke anaina heluhelu, e laʻa me: Write in different formats for a variety of purposes and audiences, such as:
- a.ka moʻolelo a ka moʻolelo hana keaka paha, narratives or scripts,
- b.mele/ poema, mele/poems,
- c.pepa hōʻike manaʻo, essays,
- d.pepa noiʻi, research papers,
- e.nā palapala hoʻokō kuleana (he palapala noi hana a nīnauele paha), functional writing including forms, applications, and questionnaires,
- f.hoʻonohonoho i nā mahele palapala ma luna o nā hiʻohiʻona palapala (meiwi) ʻike kuʻuna.
- OLA.9.24Wae ʻia ka ʻike a me nā kūmole kūpono i akaka ai ka manaʻo o ka mea heluhelu. Making careful selections of sources and information used in order to deepen a reader’s engagement with and understanding of what is written.
- OLA.9.25Wae ʻia ka ʻolokeʻa kākau (ke kumu/hopena, ke au o ka manawa, ka hihia/haʻina) e like me ke ʻano e pono ai ka maʻiʻo a me ke kumu kākau. Kahe maikaʻi hoʻi ka ʻolokeʻa kākau ma ke ʻano o ka hoʻopili ʻana i nā māhele a pau. Choose a structural pattern (e.g., cause/effect, chronological, problem/solution) to fit the content and purpose of a piece of writing; use transitional devices to signal and guide the reader smoothly through the chosen organization.
- OLA.9.26ʻIke ʻia nā manaʻo o haʻi a me nā manaʻo o ka haumāna ma ka hoʻohana pololei ʻana i nā kaha puanaʻī a me nā haʻakuhi. Use quotations and citations in writing to achieve an appropriate balance between researched information and original ideas.
- OLA.9.23Kākau ka haumāna ma kekahi mau ʻano e like me ka mea e pono ai kona kumu a me ke anaina heluhelu, e laʻa me: Write in different formats for a variety of purposes and audiences, such as:
- III.Ka ʻŌlelo & Ka Huaʻōlelo
- OLA.9.27Hoʻohana ʻia nā analula pololei ma ka pō‘aiapili kūpono e mōakāka ai ka manaʻo nui.
- OLA.9.28Hoʻonui ʻia ka ʻike huaʻōlelo ma:
- a.ka noiʻi ʻana i nā huaʻōlelo (nā papa huaʻōlelo hou, nā pākuʻina kau mua/kau hope, a me ke kumu o nā huaʻōlelo), Increase working vocabulary through word study (e.g., lists, root/affix study, word origins)
- b.ka heluhelu ʻana ma kekahi mau pōʻaiapili (heluhelu pū nā hoa kula, he hui heluhelu, heluhelu pākahi), through wide reading (e.g., texts read as a whole class, literature circles, independent reading)
- c.ka hoʻopuka ʻana i nā huaʻōlelo hou ma ka walaʻau a me ke kākau. Use new vocabulary in writing and speech.