With this sample and others we've collected, I rated this keiki as Proficient. She was able to describe a place in her ahupua'a and created a drawing of it's importance.

I rated this keiki Proficient because she was able to demonstrate and explained her observation.

This sample shows Peahi describing her pilina with wai and how her actions affect the environment. Peahi understands how parts of the wai cycle work. When it did not rain for a while she took it upon herself to water the kalo in the school mala.  She also completed her book by drawing pictures and explaining her ideas for Kumu to write down. In this sample she also explains her understanding of the ‘ōlelo noeau, “Uwē ka lani, ola ka honua,” by saying, “That means that the Earth shall live.”

I rated her proficient in the area of:

Aloha 'Āina: 2. Shows eagerness to build pilina (relationships) and mālama the ‘āina (care for the land)

IK3. Demonstrates use of 'ōlelo Hawai'i in everyday situations. (In Process)

IK3. Demonstrates use of 'ōlelo Hawai'i in everyday situations (In Process).

Haumāna learned about their ahupua'a & where they live. They created a poster depicting where they live  and included 3 wahi kupaianaha or special places in their community. Haumāna built pilina and developed a sense of place.

This sample shows that Amelia can easily verbally identify where she lives by name. She understands and knows that her ahupua’a is special and she is able to share with kumu the places she has made connections with. She can talk about familiar places in detail. She can explain and share mo’olelo about Mānoa.

P4 Rating: Proficient

Haumāna learned about their ahupua'a & where they live. They created a poster depicting where they live  and included 3 wahi kupaianaha or special places in their community. Haumāna built pilina and developed a sense of place.

This sample shows that Arya has begun to build an understanding of where she lives. She can easily verbally identify where she lives by name. She has made connections with her ahupua’a. She can talk about familiar places. She can explain and share mo’olelo about Palolo.

P4 Rating: Proficient

Each haumāna has their own puke with their pictures. Haumāna look at the pictures and share mana`o.

I rated her proficient because she was willing to try something new and gave her best during our interaction together.

Each haumāna has their own puke with their pictures. Haumāna look at the pictures and share mana`o.

I rated him "in process" because he is still acquiring the skills to be consistent with the standard of kūlia.

Keiki was rated proficient.

Keiki was rated proficient.

Haumāna learned the mele, "Mālama i ka ʻĀina." Keiki used it in their play as they reenacted life in the ahupuaʻa in our Dramatic Play Center.

I rated her as proficient

Haumāna learned the mele, "Mālama i ka ʻĀina." For journal writing, keiki were asked how they mālama ʻāina and why.

I rated her as proficient.

Final rating: Proficient

The second part of this activity was creating their palapala ‘āina using stickers and crayons. Kumu videoed their mo’olelo and connected it to a QR code. Throughout the day, haumāna could go up to their or a friend's QR code and watch them tell their mo’olelo about their palapala ‘āina. 

We went to the Waimea fire station, police station, and Ippy’s. The keiki also were taught the road’s ‘inoa to all three places. All keiki were able to talk about each place and Kamāmalu Street. 

Keiki was rated: In process

Keiki was rated: In process.

One of the centers that we set up at the start of 2nd quarter is our pupper center.

We set it up to next to our “literacy center” as we want the center to encourage the keiki to dramatize or “tell stories” with puppets.

We use a variety of puppet types:  different types of finger puppets and different types of “hand puppets,”  mostly the kind that keiki can create by themselves with arts and crafts supplies.

The keiki have fun role playing and making up their own “plays!”

Meanwhile, every Wednesday at morning circle is “mo`olelo day” in which I read a traditional mo`olelo to the keiki.  Such titles as: “Pele Finds a Home,” “Pele and Poliahu: A Tale of Fire and Ice,” “Hina,” “Hi`iaka and the Battles of the Wind,” and “Māui Slows the Sun.”  The same mo`olelo are read repeatedly throughout the school year as we know that repetition is often a good strategy for teaching and learning.  Learning these mo`olelo help the keiki to strengthen their sense of place and where they are from.

At the start of 3rd quarter, after the keiki are ma`a to all of the mo`olelo we have read to them, we change the puppets in our puppet center to provide a space for keiki to dramatize and retell the mo`olelo that they have gotten to know so well.  My TA, Kumu Toni turned some of the “iconic” images from our books and turned them into stick puppets.  As our puppet center is next to our “literacy center” the purpose of our puppet center at this point in the school year is for keiki to demonstrate their ability to recount key ideas from a text, a “cultural” text.  

We place the stick puppets in a basket and place them at the puppet center for the keiki to access.

We also leave the matching book (mo`olelo) at the puppet center for the keiki to refer to and enjoy.

The puppet center is a great space for keiki to demonstrate their sense of `ike kūpuna as well as their ability to recount key ideas and details from texts.  As such, it also serves as a great assessment tool for kumu to observe keiki learning in those domains.

We will also implement other activities that might allow for mo`olelo retelling, like a science volcano activity for “Pele Finds a Home” mo`olelo.

One of the centers that we set up at the start of 2nd quarter is our pupper center.

We set it up to next to our “literacy center” as we want the center to encourage the keiki to dramatize or “tell stories” with puppets.

We use a variety of puppet types:  different types of finger puppets and different types of “hand puppets,”  mostly the kind that keiki can create by themselves with arts and crafts supplies.

The keiki have fun role playing and making up their own “plays!”

Meanwhile, every Wednesday at morning circle is “mo`olelo day” in which I read a traditional mo`olelo to the keiki.  Such titles as: “Pele Finds a Home,” “Pele and Poliahu: A Tale of Fire and Ice,” “Hina,” “Hi`iaka and the Battles of the Wind,” and “Māui Slows the Sun.”  The same mo`olelo are read repeatedly throughout the school year as we know that repetition is often a good strategy for teaching and learning.  Learning these mo`olelo help the keiki to strengthen their sense of place and where they are from.

At the start of 3rd quarter, after the keiki are ma`a to all of the mo`olelo we have read to them, we change the puppets in our puppet center to provide a space for keiki to dramatize and retell the mo`olelo that they have gotten to know so well.  My TA, Kumu Toni turned some of the “iconic” images from our books and turned them into stick puppets.  As our puppet center is next to our “literacy center” the purpose of our puppet center at this point in the school year is for keiki to demonstrate their ability to recount key ideas from a text, a “cultural” text.  

We place the stick puppets in a basket and place them at the puppet center for the keiki to access.

We also leave the matching book (mo`olelo) at the puppet center for the keiki to refer to and enjoy.

The puppet center is a great space for keiki to demonstrate their sense of `ike kūpuna as well as their ability to recount key ideas and details from texts.  As such, it also serves as a great assessment tool for kumu to observe keiki learning in those domains.

We will also implement other activities that might allow for mo`olelo retelling, like a science volcano activity for “Pele Finds a Home” mo`olelo.

Keiki was rated proficient.

Nikko also understands ‘Ike Kūpuna as he demonstrates the awareness of ahupuaʻa, a sense of place, and where he is from.  He also demonstrates the use of ʻōlelo Hawaiʻi in everyday situations as he teaches his ʻohana the mele with hula.

Diesel understands ‘Ike Kūpuna. He demonstrates an awareness of ahupuaʻa, a sense of place, and where he is from. He also demonstrates the use of ʻōlelo Hawaiʻi in everyday situations. Diesel knows Social Studies. He shows some awareness of ways people affect their environment. He always asks the Kumu if he can lead the keiki in this chant. While using the Arts, he can express his mele with hula.

Mālama & Kuleana: 2. Understands that individuals contribute to their kula (school), kaiāulu (community) and the honua (world) and demonstrates a willingness to laulima (work together) toward a collective goal.

Keiki rated proficient.

Mālama and Kuleana: 1. Understands that individuals contribute to their kula (school), kaiāulu (community) and the honua (world) and demonstrates a willingness to laulima (work together) toward a collective goal.

Keiki rated proficient.

Rating: In Process

Rating: In Process

Luna understands ʻIke Kūpuna. She identifies her role as an individual. “  ʻO Luna koʻu inoa, ʻO Masaje koʻu makuakāne, ʻO Taylor koʻu makuahine. Elima oʻu makahiki, no Moloaʻa mai au.”https://drive.google.com/file/d/13OOCpOEdd9Qv3-8iyTaLzLVK2IJXrcVI/view?usp=sharing

  As a member of our lahui She explains;” Keep cleaning the ʻāina and know that the ʻāina will help you and it will give you food. And to keep the beaches clean!”

Kali understands ʻIke Kūpuna. He can answer questions in ʻōlelo Hawaiʻi and say his hoʻolauna. He identifies his role as an individual. “  ʻO Kali koʻu inoa, ʻO Kalani koʻu makuakāne, ʻO Lauren koʻu makuahine. Elima oʻu makahiki, no Kapaʻa mai au.”

Keiki practiced and learned their hoʻolauna. they created puppets of themselves and wrote or traced the ʻōlelo Hawaiʻi to complete their hoʻolouna over a few months. As Alakaʻi they excused their peers with the ninou in ʻōlelo Hawaiʻi and keiki responded in ʻōlelo Hawaiʻi.

Devyn displays self-confidence by speaking to her peers in large group time. She points to each member of her 'ohana and is able to say their first & last name along with their association to her. She includes addition piece of information by saying that her kūpuna "live on Kaua'i" and further explains that she needs to ride the airplane to go for a visit.

This school year our EOHG was for keiki to chose a kūpuna that they will learn a Hawaiian tradition from. Dacey-Mahina's Tūtū Sandy taught her the steps of how to practice ho'oponopono. She is able to verbally explain the process to her peers as taught by her Tūtū. In addition, as peer conflict arose during the school year, Dacey-Mahina demonstrated her understanding of ho'oponopono by assisting her friends using the strategies that was taught to her.

Keiki was able to use ʻōlelo Hawaiʻi to explain her thoughts and ideas. She used words like limu, mole, kai, 'opae, 'opihi.

Keiki was able to demonstrate her understanding of an aina-based practice by sharing, "We pinch it. We don’t take it off the rock. We take only what we need. We need to save it for other people.”

Keiki was able to use  ʻōlelo Hawaiʻi to express her thoughts and ideas. She used words like mole and limu.

Keiki was able to demonstrate her understanding of an ‘āina-based practice by sharing, "Only what we need. We don’t want to take it all. When we come next time there’s not going to be any for the people and there’s not going to be any for us. Because we took it all.”

Keiki was able to sing mele in 'ōlelo Hawai'i and use 'ōlelo Hawai'i when making his own personal connection.

Keiki was able to sing mele in 'ōlelo Hawai'i when doing artwork on the topic of ahupua'a.

Keiki retold mo'olelo shared about Pele and identified two significant places in kaiāulu in journal and large group discussion.

Keiki shared understanding of volcanos and the creation of our 'āina and identified one significant place in kaiāulu independently while playing with play dough.

The haumāna demonstrated a triangulation of data; observations, conversations and products.  The evidence was taken over a period of time, between the months of February-April.  The evidence also demonstrated  achievement of the Haumāna Goal and Native Hawaiian Identity.  Haumāna made personal connections to the mo’olelo and oli.  The evidence addresses all three indicators for the E Ola! Standard of Aloha ‘Āina in the E Ola! Haumāna Assessment Rubric. 

The haumāna demonstrated a triangulation of data; observations, conversations and products.  The evidence was also taken over a period of time, between the months of February-April.  The evidence demonstrated a beginning awareness of the Haumāna Goal and Native Hawaiian Identity.  The haumāna begins to make personal connections to the mo’olelo.  The evidence demonstrated achievement in one of the E Ola! Standard of Aloha ‘Āina in the E Ola! Haumāna Assessment Rubric. 

`Ike Kupuna- Kilinahe demonstrates awareness of ahupua’a and sense of place, participates in mo’olelo and uses `ōlelo Hawai’i

Kūpono: Kilinahe demonstrates pono choices and recognizes what is right and wrong in different situations and settings.

Aloha `Āina: Kilinahe demonstrates knowledge of significant places in their kaiāulu (community)

Mālama & Kuleana: Kilinahe shows an awareness of how others mālama their kaiāulu (what the mahi’ai and lawai’a’s kuleana is)

Kilinahe identifies several feelings (jealous, huhū)

Art & English Language Arts:  Kilinahe  draws with details and writes his name and Kāmohoali’i’s name.

This sample shows evidence of  Mālie’s pilina between herself and her kūpuna and the`āina.

`Ike Kupuna- demonstrates awareness of ahupua’a and sense of place, participates in mo’olelo and uses `ōlelo Hawai’i.

Kūpono: Mālie demonstrates pono choices and recognizes what is right and wrong in different situations and settings 

Mālie shows her understanding of the role of the mahi’ai and that their actions were pono. She also understood how the lawai'a’s actions had an impact on the shark’ actions.

Mālama & Kuleana: Mālie shows an awareness of how others mālama their kaiāulu (what the mahi’ai and lawai’a’s kuleana is) 

Aloha `Āina: Mālie demonstrates knowledge of significant places in her kaiāulu (community)

rating: proficient

rating: proficient

P3 Final Rating: Proficient

Our P3 keiki is able to independently identify and name her ʻohana, and share moʻolelo about them. Keiki has a very strong ʻohana connection and shares several conversations of kūpuna that live off island. She loves to talk about ʻohana flying in to Hilo to visit, and how much fun they have when theyʻre together. Keiki loves to share her manaʻo of airplane rides to visit them as well.

P4 Final Rating: Proficient

This keiki is particularly closer to his motherʻs side kūpuna. He is able to name them, share moʻolelo and his connection to them through fishing. His Papa came into our class as a guest speaker to share his experience as a heʻe hunter during our lawaiʻa unit.

Aloha ʻĀina 2. Shows eagerness to build pilina (relationships) and mālama the ‘āina (care for the land).

P3 Rating: In Process

Keiki have embarked on two educational huakaʻi to Kumuola (loko iʻa) and were visited by the Kumuola Kumu to enhance their understanding of the loko iʻa. During these experiences, they engaged in mele, hands-on activities, journaling to grasp the components of a loko iʻa, and ʻāina-based activities to support the iʻa.

This keiki visited a hoaloha who built a loko iʻa and was fishing. She brought a loko iʻa puke and joined the play.

She is starting to show her grasp of an 'āina-based practice by advising her friend to release the small iʻa, saying, "You have to catch the big one." However, she is still learning as she has not yet explained the reason behind throwing back the small fish and keeping the big one.

P4 Rating: Proficient

Keiki have embarked on two educational huakaʻi to Kumuola (loko iʻa) and were visited by the Kumuola Kumu to enhance their understanding of the loko iʻa. During these experiences, they engaged in mele, hands-on activities, journaling to grasp the components of a loko iʻa, and ʻāina-based activities to support the iʻa.

A few keiki went to the digging area in the playground. They collected pōhaku and bamboo sticks to build the kuapā and makahā. They used the playground wailele to channel the water into the loko iʻa.

This keiki used his pilina skills and spatial awareness to solve a problem to create a loko i'a. He sought advice from a Kumu for a resolution benefiting all participants.

After sharing moʻolelo of how our kūpuna created color for their kapa, keiki created red/brownish dye with the lepo at our kula.

Keiki then gathered pua from our playground to see what color dye it will produce.

After sharing moʻolelo of our kūpuna creating different dyes, keiki created dye using the lepo from our kula.

Keiki were learning about kalo and in this small group, keiki had to recall about the story My Kalo Has Lau Big and Green. Keiki also shared how they show laulima at home with their 'ohana.

After learning a mele in school that talked about how our ancestors did net fishing, keiki recreated his own fishing net and fish with playdough and verbally shared how his playdough creation connected what he learned from the practices and traditions of our kūpuna that came before us.

Keiki pretended the plastic grid was a fishing net and the pegs were the fish. In the caption he shares how he is doing net fishing like the kanaka in the mele we learned and how his mom loves fish and would love to eat the fish in his net.

Keiki has been with us for 18 months as the time of this evidence collection. We have seen his growth in school and know that the learning he is sharing is consistent with what he does daily in school.

P4 Final Rating: Proficient

P4 Final Rating: Not Yet

He learned about the uka region and its importance, focusing on ‘Ōhi’a kumulā'au, wai, and native manu. He connected with real ‘Ōhi’a kumulā'au and understood the impact of Rapid ‘Ōhi’a Death (R.O.D.). He brainstormed solutions to protect the kumulā'au and, under the guidance of keiki leaders, created two different solutions. These were tested and shared with Dr. Ryan Perroy of the UHH Spatial Data Analysis & Visualization Lab for feedback.

She learned about the uka region and its importance, focusing on ‘Ōhi’a kumulā'au, wai, and native manu. She connected with real ‘Ōhi’a kumulā'au and understood the impact of Rapid ‘Ōhi’a Death (R.O.D.). She brainstormed solutions to protect the kumulā'au, lead one group of keiki to create 1 solution as well as followed under the guidance of another keiki, to created the second solutions. These were tested and shared with Dr. Ryan Perroy of the UHH Spatial Data Analysis & Visualization Lab for feedback.

He is beginning to learn about the uka region and its importance, focusing on ‘Ōhi’a kumulā'au, wai, and native manu. He is beginnning to connect with real ‘Ōhi’a kumulā'au and understand the impact of Rapid ‘Ōhi’a Death (R.O.D.). He is developing the skills needed to brainstorm solutions to protect the kumulā'au and, under the guidance of keiki leaders was able to create two different solutions. These were tested and shared with Dr. Ryan Perroy of the UHH Spatial Data Analysis & Visualization Lab for feedback.

She is beginning to learn about the uka region and its importance, focusing on ‘Ōhi’a kumulā'au, wai, and native manu. She is beginning to connect with real ‘Ōhi’a kumulā'au and understand the impact of Rapid ‘Ōhi’a Death (R.O.D.). She is developing the skills needed to brainstorm solutions to protect the kumulā'au and, under the guidance of keiki leaders was able to create two different solutions. These were tested and shared with Dr. Ryan Perroy of the UHH Spatial Data Analysis & Visualization Lab for feedback.

Keiko is able to demonstrate a willingness to mālama ka `āina by taking care of our mala and watering the various kalo and mea Kanu. Keiki is able to make observations about the kalo's growth, and use expanded language to share her experience and observations.

Keiki has developed in her role as a leader. She is able to share, and demonstrate her understanding of the importance of kalo as mea `ai. Keiki is able to elaborate on the process of taking care of the kalo, and the benefits of it for food. Keiki is able to demonstrate a leadership role as she intentionally plans, organizes, and leads this activity with her peers. As a P4, and returning keiki, she has developed in her confidence, and ability to lead towards a shared goal.

During a unit on ahupuaʻa, keiki learned the mele Ka Nohona Ahupuaʻa. While in the playdoh center, keiki decided to recreate their ahupua'a and sing that mele on her own. She could identify uka and kai in her ahupuaʻa and was able to describe some places that she knows in her ahupuaʻa. 

During a unit on He Hawaii Au, keiki learned the mele Ke Kino. During indoor centers, keiki decided to draw a picture of himself and use his picture to sing this mele on his own.

Keiki learned Mele Wai and for his journal keiki was able to retell some parts/stages of water cycle and where water is collected on the 'āina. 

This assignment was rated as In Process .

Keiki learned Mele Wai and for his journal keiki was able to retell all parts/stages of water cycle and where water is collected on the 'āina. 

This assignment was rated as In Process.

Keiki planted a kalo plant in kula. Keiki learned how to care for the plant in kula providing it what it needs such as sun, water and healthy soil. Keiki then were able to take the plan home to continue to care for it from home. We had keiki follow up with how their plant was doing. Keiki drew a picture of what their plant looked like and keiki were able to describe their plant. This keiki was able to explain how he took his plant to his farm. His farm gets lots of sun and that is an important source for the plant.

Keiki planted a kalo plant in kula. Keiki learned how to care for the plant in kula providing it what it needs such as sun, water and healthy soil. Keiki then were able to take the plant home to continue to care for it from home. We had keiki follow up with how their plant was doing. Keiki drew a picture of what their plant looked like and keiki were able to describe their plant. This keiki was able to explain how he cared for his plant and in return his plant will take care of him.

As we learned about self and 'ohana, keiki participated in practicing their ho'olauna as a transition activity to snack.

Keiki participates in ho‘olauna: name, mākua, and where he lives.

Keiki demonstrates self-confidence as he does his ho’olauna. Although with support, he is able to speak in front of the whole group.

As we learned about self and 'ohana, keiki participated in practicing their ho'olauna as a transition activity to snack.

Keiki participates in ho‘olauna: name, mākua, and where she lives.

Keiki demonstrates self-confidence as she does her ho’olauna independently and fluently.

Rating: Proficient

Keiki planted a kalo plant in kula. Keiki learned how to care for the plant in kula providing it what it needs such as sun, water and healthy soil. Keiki then was able to take the plant home to continue to care for it. We had keiki follow up with how their plant was doing. Keiki drew a picture of what their plant looked like and keiki was able to describe the plant. This keiki was able to explain how he took his plant to his farm. His farm gets lots of sun and that is an important source for the plant.

Rating: Proficient

Keiki planted a kalo plant in kula. Keiki learned how to care for the plant in kula providing it what it needs such as sun, water and healthy soil. Keiki then was able to take the plant home to continue to care for it. We had keiki follow up with how their plant was doing. Keiki drew a picture of what their plant looked like and keiki was able to describe their plant. This keiki was able to explain how he cared for his plant and in return his plant will take care of him.

Keiki is able to identify the different sections of the ahupuaʻa and one moʻolelo, land feature, or description of that place. Keiki is able to identify cousin’s house, Mama’s house and where Dad goes to hunt puaʻa and make connections with the different regions of the ahupuaʻa. 

Keiki is able to identify the different sections of the ahupuaʻa, one moʻolelo, land feature, or description of that place and can identify the mokupuni, moku or ahupua‘a where they live or go to school. Keiki is able to identify family members, land features and descriptions of different regions of the ahupuaʻa and how it relates to her personal experiences and life. 

Keiki is able to identify the different sections of the ahupuaʻa, one moʻolelo, land feature, or description of that place and can identify the mokupuni, moku or ahupua‘a where they live or go to school. Keiki is able to identify family members, land features and descriptions of different regions of the ahupuaʻa and how it relates to her personal experiences and life. 

Rating: Proficient

Rating: In process

Activity: Hoʻolauna- inoa, mākua, and where he lives.

To encourage the use of ʻōlelo Hawaiʻi in every day situation, keiki participates in a transition activity where he stands in front of his peers at large group circle time, and practices saying his inoa (name).

To encourage the use of ʻōlelo Hawaiʻi in every day situation, keiki participates in a transition activity where she stands in front of her peers at large group circle time, and practices saying her inoa (name), mākua (parents), and where she lives.

Keiki demonstrates self-confidence as she does her ho’olauna independently and fluently at Hoʻomau Nā Keiki for her hōʻike:

https://drive.google.com/file/d/1YkUJwo5aSrfo7oSgxJ5B5kHpXvp7r5cx/view?usp=sharing

Rating: Proficient, Aloha 'āina, #3

Keiki learned about ‘āina based practices and mālama honua.

Keiki used an ‘upena to catch heʻe.

Keiki learned about taking what we need and leaving liʻiliʻi heʻe or what we don’t need. 

Keiki also learned about nā ana Hawaiʻi and measured the heʻe.

Keiki then explained about putting back the liʻiliʻi heʻe and one big heʻe and taking only one to share with his ‘ohana and extended ‘ohana.

Keiki learned about ‘āina based practices and mālama honua.

Keiki used an ‘upena to catch heʻe.

Keiki learned about taking what we need and leaving liʻiliʻi heʻe or what we don’t need. 

Keiki also learned about nā ana Hawaiʻi and measured the heʻe.

Keiki then explained about putting back the liʻiliʻi heʻe and one big heʻe and taking only one to share with his ‘ohana and extended ‘ohana.

Rating: Proficient, Aloha ‘āina #3

Keiki learned about ‘āina based practices and mālama honua.

Keiki learned about taking what we need and leaving liʻiliʻi ‘opihi or what we don’t need. 

Keiki learned about nā ana Hawaiʻi.

Keiki picked ‘opihi and measured before picking.

Keiki then explained about the sizes of the ‘opihi and leaving the liʻiliʻi ‘opihi because it’s too small to feed her ‘ohana. Keiki also explained about what mālama the kai means, by not taking smaller than poho, because there will be no food when we need it.

Final Rating: Proficient

Description: Haumāna listened to the moʻolelo of Hāloa and created his own kalo art, using familiar ʻōlelo Hawaiʻi such as kalo, ua, and lā while labeling his work. He showed aloha ʻāina and recognized the interdependence between people, plants, and community by explaining how kalo needs water and sunlight to grow and why it is important to care for it. His reflections show early understanding of the moʻolelo of Hāloa and support Aloha ʻĀina Indicator 3, demonstrating awareness of ʻāina‑based practices that sustain and mālama the kaiāulu.

Final Rating: Proficient

Description: Haumāna created her kalo art after hearing the moʻolelo of Hāloa and confidently used ʻōlelo Hawaiʻi such as kalo, huli, lau, ua, lepo, and lā while labeling her piece. She demonstrated aloha ʻāina and an understanding of interdependence by explaining how water, soil, and sunlight help kalo grow and by connecting this learning to the story of Hāloa and her own ʻohana. Her reflections show she is beginning to make deeper genealogical connections, aligning with Aloha ʻĀina Indicator 3 through her understanding of ʻāina‑based practices that sustain and mālama the kaiāulu.

Final Rating: Proficient

Description: This sample shows that Kawaieli understands ʻike kūpuna. She knows that we use ‘ōlelo Hawaiʻi to explain the beauty of our ‘āina.  After weeks of rain and wind, we finally get a chance to play on our playground.  She also tells kumu that our playground is messy with all the leaves around.  She tells kumu that it makes her sad because she loves our playground and it's one of her favorite places.  She tells kumu,” lets clean it up!”  Kumu tells her great idea and we ring the bell to gather everyone and we all work together in cleaning the playground.  When we are all done, Kawaieli hears the birds chirping and begins doing the hula, “Ke Ao Nani.”  She tells kumu that our playground is a beautiful place like the hula.  Kawaieli is able to sing and dance the hula.

Final Rating: Proficient

Description: This sample shows that Treasure understands ‘ike kūpuna.  She knows the ʻōpua means puffy clouds.  As kumu reads the story, Treasure hears the word Makani and quickly gestures the rounding arm motions above her head.  This is the motion that she has learned when singing Ke Ao Nani.  She tells kumu, “Makani means wind!”  Kumu says, “Yes! and guess what this brother loves?”  Treasure immediately says, “wind!”  As Treasure continues to hear the other brother’s name, Manu, she does the bird motion and says, “he loves birds!”

Final Rating - Proficient

Final Rating - Proficient

Exploring the cultural significance of the pūhala (pandanus), haumāna learned the mo‘olelo of Pele–who, frustrated by getting tangled in the plant upon her arrival–scattered its ule hala (roots) across the islands. They also studied ‘ōlelo no‘eau (proverbs) linking the ripening hua hala (fruit) to the seasonal harvest of hā‘uke‘uke (helmet urchin) and uhu (parrotfish). Connecting traditional knowledge to direct observation, haumāna created detailed observational drawings of the ule hala or hua hala to record their findings.

During Small Groups, keiki observed the hua hala with a magnifying glass, created a detailed drawing, and shared her findings. She connected her observations to pūhala mo‘olelo and the ‘ōlelo no’eau: "Pala ka hala, momona ka uhu" (When the hala is ripe, the parrot fish is fat).

P4 Rating: In Process

Over several months, haumāna engaged with the mo‘olelo of Pele’s journey from Tahiti, utilizing read-alouds, storytelling props, and scientific exploration of lua pele (volcanoes) and the pūhala (pandanus) plant. Through this, they learned how Pele, frustrated by the pūhala, scattered its ule hala (roots), exploring both the cultural significance and the plant's unique biology. 

In the Library Center, keiki retold the mo‘olelo of Pele’s migration and the dispersion of pūhala through the Hawaiian islands. Using storytelling props and ‘ōlelo Hawai‘i, he identified the story's characters and key events.

Keiki participated in moʻolelo, an art activity and story recall of Kai the ʻOpihi Gets the Point. Based on the evidence presented and the response/interpretation of what this keiki shared for this particular area, this piece was rated proficient.

Keiki participated in Moʻolelo, an art activity and story recall of Kai the ʻOpihi Gets the Point. Based on the evidence presented and the response/interpretation of what this keiki shared for this particular area, this piece was rated in-process. After calibration with other Kumu, suggestions included extending other questions or doing another expansion activity to help keiki achieve proficient for this particular area. Final Rating: In-process

During the large group discussion, keiki took the lead and shared his video of how does composting at home! He taught the class the how he and his ‘ohana uses their worm bin and what they use compost for.

After sharing the video, he answered the ninau of his classmates and lead the class in their compost song. By saying, “Compost Song, mākaukau?”

While constructing the compost bin with kumu and her peers, Keiki started the song and had other haumana repeat after her while singing the Compost Mele. 

Keiki also started singing the song at lunch and remembered to remind her friends that they should throw their food into the compost bin so we could feed it to the worms. When she took the compost container outside she began singing again as she fed the worms the food scrap

This sample shows that Kaʻohu understands ʻike kūpuna through his knowledge of his moʻokūʻauhau and connection to his ʻohana. He knows the names and relationships of important family members and understands how they are connected to him. He can describe his moʻokūʻauhau and share moʻolelo about his ʻohana, making clear connections to his own life and identity. He can explain who his family members are and how they relate to him during hālāwai.

This sample shows that Adaleine understands ʻike kūpuna through her connection to her ʻohana. She knows important people in her life and understands how they are connected to her, as she shared, “Mommy and daddy fall in love and have me.” She can describe her moʻokūʻauhau in her own way by sharing a simple moʻolelo that connects her to her family. She can make a connection to herself and express her understanding during hālāwai.