1. Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Packages (HOTS-PLPs) for Science, Mathematics and English/Reading
1
This HOTS Professional Learning Packages was developed through the Philippine National Research Center
for Teacher Quality (RCTQ), a partnership between the Philippine Normal University and the SiMERR
National Research Centre--University of New England, with support from the Australian Government.
Name: Division: Worksheet No. 4B
Position: Region: Plenary Session No. 7
Note: Print this back-to-back with the next page.
Item 1
Competency Stem Question Acceptable Answer Rationalization
Use the
appropriate
reading style
(scanning,
skimming, speed
reading,
intensive
reading, etc.) for
one’s purpose
(Grade 8) EN8RC-
Ii-7
Instructions: Read the text carefully and
answer the question that follows.
All English-speaking communities are
diverse, and Singapore is no
exception. Singapore is even more diverse than
some other places because English is only one of
several languages they speak. Many people learn
English as a second language.
Nearly all Singaporeans proficient in
English speak SCE (Singapore Colloquial English)
in specific social settings and Standard English in
others. They do this to express their relationship
to the situation and to the people they are
speaking to. SCE has grammar very different
from Standard English; for example, tense and
number are not marked. There are syntactic rules
that are different from those in Standard English.
Unistructural:
What do you think
makes Singaporeans
diverse?
The answer is explicitly
stated in the text and
discusses one general
idea which makes it
unistructural.
2. Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Packages (HOTS-PLPs) for Science, Mathematics and English/Reading
2
This HOTS Professional Learning Packages was developed through the Philippine National Research Center
for Teacher Quality (RCTQ), a partnership between the Philippine Normal University and the SiMERR
National Research Centre--University of New England, with support from the Australian Government.
Item 2
Competency Stem Question Acceptable Answer Rationalization
Read closely to
get explicitly
and implicitly
stated
information
(Grade 10)
EN10RC-IIf-13.1
Read the poem carefully and answer the question that
follows.
Underneath We’re All the Same
by Amy Maddox
He prayed--it wasn’t my religion.
He ate--it wasn’t what I ate.
He spoke--it wasn’t my language.
He dressed--it wasn’t what I wore.
He took my hand--it wasn’t the color of mine.
But when he laughed--it was how I laughed, and
When he cried--it was how I cried.
Multistructural:
Based on the
poem, in what
aspects is the
speaker different
from the person
she talks about?
To answer the
question, there is a
need to identify words
or ideas that
demonstrate
differences between
the speaker and the
person she describes
in the poem. It is not
necessary to relate the
identified
characteristics with
one another which
makes it
multistructural.
3. Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Packages (HOTS-PLPs) for Science, Mathematics and English/Reading
3
This HOTS Professional Learning Packages was developed through the Philippine National Research Center
for Teacher Quality (RCTQ), a partnership between the Philippine Normal University and the SiMERR
National Research Centre--University of New England, with support from the Australian Government.
Item 3
Competency Stem Question Acceptable Answer Rationalization
Explain
illustrations from
linear to
nonlinear texts
and vice versa
(Grade 10)
EN10RC-IIb-11.2
Below are the results of a study conducted by
the Labor Force Survey (LFS) on the registered
highest unemployment rate across all regions
in the country in April 2020 as posted in the
Philippine
Statistics Authority’s website.
Relational:
Your task is to report the
results of the survey to the
class. How will you explain the
information provided?
The question will elicit a
relational response
because the learners will
be required to go through
various thinking
processes to come up
with an appropriate
answer. First, they need
to present what the data
is all about. Then, discuss
main points/findings –
could be from the least to
the most important. The
next could be formulating
conclusions based on the
findings. Lastly, they can
add insights from other
resources to support the
idea.
