Reading Homework Sheet

August 17, 2018 – Click on the link below 

Readers Tic Tac Toe – Beginning of year

Readerʻs TicTacToe Approval Sheet


September 4, 2018- Blackout Bingo Sheet due 9/28/18

We will continue with their tic-tac-toe sheets from last week and work towards blackout bingo. This revised timeline provides additional:

  •  chapter book reading time!
  • writing practice to include text evidence and personal connections of HOW and/or WHY readers feel their selected book or text is just right for him/her.
  • observation and exploration practice with book BEFORE committing to reading the book or text all the way through.

Please DO NOT sign your childʻs tic-tac-toe box, if the Kumu approval is not signed.

During the month of September, writing a summary or completing a reading response after their 25 minutes of nightly reading is optional. Our focus this month is to develop within our students an awareness of how and why theyʻve selected their books and citing evidence from their selected text to show how theyʻve determined their book or text is a just right fit!

In October, we will move into reading/written responses to their nightly reading.

(Update 9/4)

-We’ve decided to have students complete all book approvals in school to encourage more reading time at home.

-We want to clarify that all books a student reads does not need an approval sheet. We’ve shared the difference between FREE READ and ASSIGNED READ.

Free read means students can explore or browse through a variety of text without committing to it. We used the imagery of tasting the food samples at Costco. Food samples are free and enables the customer to determine if they will buy or not! Assigned reading means a student commits to the text! This commitment is shown with an approval sheet because they are committed to reading the text all the way through. With our Costco example, this means the costumer has decided to buy the food item and must purchase it at checkout. This is the customers commitment to that product!

Papa ʻEhā Curriculum

Scope and Sequence

Our scope and sequence outlines our curriculum alignment to our manaʻo nui or big idea/theme of the school year. Our manaʻo nui for the year is –

By focusing on our ʻŌiwi Hawaiʻi identity, haumāna understands that the intelligence of our Kūpuna (those passed/living) carries forward through them as a servant leader.

We integrate language arts with social studies. Our social studies focus is Hawaiian studies.

We kindly ask for your patience as we plan and prepare our huakaʻi schedule for the year. We will schedule most of our huakaʻiʻs on Wednesdays. We hope to share more about our huakai schedule by the end of August.

Papa ʻEhā Curriculum – Scope and Sequence_


Daily Schedules

Daily schedules share the daily flow of instruction.

4A Daily Schedule

4B Daily Schedule


Grading Policy
60% Effort     
(Invests time and care to produce quality work in a timely manner,  applies critical thinking and problem-solving skills, active participant, effective collaborator, reflects on learning/makes corrections as needed to improve, listens and respects others and their ideas, fulfills commitments, prepared for the day, and creates an organizational system to manage daily tasks.)

20% Assessments   (Written, verbal, or performance based. Retakes will be offered.)

15% Classwork        (Submits quality work in a timely manner.)

5% Homework         (Fulfills homework goals, completes daily reflection.)

Welcome to Papa ʻEhā

ʻAnoʻai Kākou

We, Kumu Roxanne  Kala and Kumu Kaulana Hokoana, welcome our Papa ʻEhā ʻOhana to the 2018-2019 school year.

To begin, a few highlights about us!

We are from Puna. We grew up in the Pāhoa area. Kumu Kalaʻs ohana is deeply rooted in the ahupuaʻa of Kaualeau/Opihikao and Kumu Hokoanaʻs ohana is deeply rooted in the ahupuaʻa of Keonepoko. Kumu Kala attended Pahoa High School with Kumu Hokoanaʻs mom and aunties, and Kumu Hokoana attended Kamehameha Schools Hawaii.

We have degrees in elementary education. Kumu Kala earned a bachelorʻs degree in elementary education from Pacific Lutheran University and a masterʻs degree in education from UH-Hilo. Kumu Hokoanaʻs bachelorʻs degree in elementary education and masterʻs degree in education technology are both from UH-Manoa.

Our teaching backgrounds have always been in upper elementary. Kumu Kala has taught grades 3 and 4, and Kumu Hokoana has taught grades 4 and 5.

Outside of school, we have similar passions! We love the ocean, traveling, and shopping. While Kumu Hokoana can be found browsing the clearance shelves at Target, Kumu Kala can be found paddling in the open ocean near Hilo One, Hilo Paliku, and Hilo Hanakahi.

Our grade level blog will be the central place of information as we journey through the school year together. We honor our parents/ʻohana as their childʻs first teacher, and we appreciate all that you do in the home to support learning. We look forward to opportunities of building, learning, and growing with you in this 2018-2019 school year.

As you browse through our blog and learn more about the 2018-2019 school year, you may have more questions. We welcome your questions, thoughts, and comments because we value your manaʻo and believe in being transparent as possible. Please use the sheet of paper sent home with your child to list any questions or comments. Another method of communication is to email or call us. Our information can be found on the contact page.