Hawaii Curriculum Standards & Benchmarks

RANGE:

• Read a range of literary and informative texts for a variety of purpose.

• Read to research a topic.

• Read information and instructions to perform tasks and solve problems.

COMPREHENSION PROCESS:

• Use strategies within the reading processes to construct meaning.

• Infer ideas from text.

   

• Integrate important information gathered from a long passage or text to interpret meaning.

RANGE:

• Writing using various forms to communicate for a variety of purpose and audiences.

• Write using forms appropriate to purpose and topic.

• Write to create understanding of ideas and information for self.

COMPOSING PROCESSES:

• Use writing processes and strategies appropriately and as needed to construct meaning and communicate effectively.

• Revise and edit writing as needed.

• Publish-in a variety of ways-selected finished products.

RHETORIC:

• Use rhetorical devices to craft writing appropriate to audience and purpose.

• Conveys meaning, provides important information, makes a point, fulfills a purpose.

• Has a form or structure where the parts add up to a coherent whole.

• Uses language that is clear, colorful, and natural.

• Reveals the writer's developing voice and style.

CHANGE, CONTINUITY, CAUSALITY:

• Students employ chronology to understand change and/or continuity and cause and/or effect in history.

• Place people and events in chronological order to explain causal relationships between and among people and events.

• Identify change and continuity in historical eras.

HISTORICAL EMPATHY:

• Students learn to judge the past on its own terms and use that knowledge to understand present day issues, problems, and decision making.

• Explain how rules and values of a society determine the behavior and attitudes of its members.

CULTURAL SYSTEMS:

• Students understand culture as a system of beliefs, knowledge, and practices shared by a group.

• Explain how language, stories, music, dance, artifacts, traditions, beliefs, values, and behaviors are elements of culture and contribute to the preservation of cultures.

WORLD IN SPATIAL TERMS:

• Students use geographic representations to organize, analyze, and present information on people, places, and environments.

• Collect, organize, and analyze data to interpret and construct geographic representations

BASIC OPERATIONS AND CONCEPTS:

• Students demonstrate a sound understanding of the nature and operation of technology systems.

• Students are proficient in the use of technology.

• Use keyboard commands, menu commands, toolbars, and other navigational tools in the operation of software that extends beyond minimal functions.

TECHNOLOGY AS A TOOL FOR PRODUCTIVITY:

• Students use technology tools to enhance learning, increase productivity, and promote creativity.

• Students use productivity tools to collaborate in constructing technology enhanced models, preparing publications, and producing other creative works.

• Use general purpose productivity tools and peripherals to support personal productivity, and to facilitate learning throughout the curriculum and to remediate skills deficits.

TECHNOLOGY AS A TOOL FOR PROBLEM SOLVING AND DECISION MAKING:

• Students use technology resources for solving problems and making informed decisions.

• Students employ technology in the development of strategies for solving problems in the real world.

• Use general purpose productivity tools and peripherals to support personal productivity, and to facilitate learning throughout the curriculum and to remediate skills

• Use technology tools for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.