Hokulani Elementary

Skip to main content
Dear Hokulani Parents & Guardians of Students in Grades K-5. Your feedback about Hokulani school is important to us. We respectfully request a few moments of your time to complete the School Quality Survey (SQS), which will remain anonymous in order to gather honest responses. As a parent/guardian, this is your opportunity for your voice to be heard. A similar survey is also being administered online to teachers and school staff.  Parents/guardians may respond to one survey per child. You may complete the SQS Parent Survey by filling out the survey form that will be sent home on Thursday, January 17, 2019.
Kindergarten » Welcome to Kindergarten

Welcome to Kindergarten

Welcome to Kindergarten

We welcome you to page for our Kindergarten parents. These are exciting times for your child. Here is a listing of our Kindergarten curriculum.


Counting and Cardinality
  • Know number names and the count sequence.
  • Count to tell the number of objects.
  • Count to tell the number of objects.
  • Compare numbers.
Operations and Algebraic Thinking
  • Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
Number and Operations in Base Ten
  • Work with numbers 11-19 to gain foundations for place value.
Measurement and Data
  • Describe and compare measurable attributes.
  • Classify objects and count the number of objects in each category.
  • Identify and describe shapes
  • Analyze, compare, create, and compose shapes.

Language Arts

Reading Literature
  • Key Ideas and Details
  • Craft and Structure
  • Integration of Knowledge and Ideas
  • Range of Reading and Level of Text Complexity
Reading Informational
  • Key Ideas and Details
  • Craft and Structure
  • Integration of Knowledge and Ideas
  • Range of Reading and Level of Text Complexity
Reading Foundational
  • Print Concepts
  • Phonological Awareness
  • Phonics and Word Recognition
  • Fluency
  • Text Types and Purposes
  • Production and Distribution of Writing
  • Research to Build and Present Knowledge
Speaking and Listening
  • Comprehension and Collaboration
  • Presentation of Knowledge and Ideas
  • Conventions of Standard English
  • Vocabulary Acquisition and Use


  • Use the senses to make observations
  • Ask questions about the world around them
  • Collect data about living and non-living things
  • Identify different types of technologies at home, in the classroom, and/or in the world
  • Identify similarities and differences between plants and animals
  • Identify differences between living and non-living things
  • Identify ways in which some offspring are very much like their parents, although not exactly
  • Classify objects by their attributes (e.g., physical properties, materials of which they are made)
  • Identify that objects that will fall to the ground unless something is holding them up
  • Report and describe weather changes from day to day and over the seasons
  • Identify different types of celestial objects seen in the day and night sky

Social Studies

  • Explain change and continuity over time, using calendars and simple timelines
  • Describe historically significant events and observances in American history
  • Identify rules that apply in different settings and the results from complying or not complying with these rules
  • Describe his or her rights and demonstrate responsibilities of self in classroom, school, and neighborhood settings
  • Demonstrate ways to improve the quality of life in own school or community
  • Explain how and why people from different cultures observe different holidays/celebrations
  • Identify location and physical characteristics represented on maps and globes (e.g., land, water, roads, cities)
  • Use terms to describe relative location (i.e., above/below, near/far, left/right, and cardinal directions)
  • Explain people's basic needs and how they fulfill them
  • Differentiate buyers (e.g., a parent or caregiver) and sellers (e.g., a storeowner or other producer)

Career and Technical Education

  • Explain that current learning relates to life outside the classroom
  • Identify various workers and their jobs in the community


  • Describe appropriate ways to express feelings
  • Explain the benefits associated with exercise
  • Describe barriers and situations that are safe, risky, or harmful to self and others
  • Describe how individuals can promote and protect their own health
  • Describe helpful and harmful substances and their proper use
  • Describe the benefits associated with personal cleanliness
  • Describe the signs and symptoms of common illness and strategies one can use to avoid spreading or catching illnesses
  • Name people in the school and community who provide health support for others
  • Use effective and appropriate ways to express feelings, wants, and needs
  • Describe basic refusal skills
  • Describe how to be a good friend and responsible family member


  • Use developmentally appropriate art vocabulary
  • Use developmentally appropriate art media, tools, and processes
  • Create art that expresses feelings about a familiar subject
  • Explain preferences for particular works of art
  • Explain the concept that all artwork is meant to be appreciated and some artwork is also meant to be useful
  • Use singing voice to echo short melodic patterns in appropriate range
  • Demonstrate simple representation of high and low, short and long, loud and soft, fast and slow
  • Use an instrument to maintain a steady beat using quarter notes and quarter rests
  • Identify various sources of music that can be heard in daily life and their purpose
  • Perform imitative movements
  • Explain how theatrical performances often cause emotional reactions
  • Demonstrate how cultures have used dramatic play to express human experience
  • Use body, energy, space, and time to move in different ways
  • Create movements that represent ideas, persons, and places
  • Use movement to respond to a variety of stimuli, such as observed dance, words, sounds and songs
  • Perform a folk/traditional dance from another culture

Physical Education

  • Use basic locomotor skills in initial (immature) form alone, with a partner, and in small groups (e.g., walking, running, jumping, hopping, leaping, sliding, galloping, skipping). 
  • Use basic movement concepts related to space, time, effort, and relationships (e.g., personal space, fast/slow, strong/light, under/over)
  • Identify basic rules for safe participation in physical activities
  • Participate regularly in physical activities

World Languages

  • Use greetings, leave-takings, and simple courtesy expressions
  • Recognize key vocabulary in songs or children's recitations
  • Sing children's songs or recitations