Republic of the Philippines

Department of Education
Region II- CAGAYAN VALLEY

Introduction

Specialized and Practical Intervention for Comprehension Empowerment

(Grade 9)

Reading comprehension is the cornerstone of academic success, yet for

many students, mastering this skill can be challenging, particularly at the
lower levels of education. Low-level reading comprehension refers to the
difficulty some students face in understanding and interpreting written texts
at their grade level. It is a multifaceted issue influenced by various factors,
including vocabulary knowledge, decoding skills, fluency, and background
knowledge. Addressing these complexities requires a nuanced understanding
of individual student needs and a holistic approach to literacy instruction that
targets both foundational skills and higher-order thinking abilities.
Low-level reading comprehension is a significant struggle among our
students in the country. In the latest result of the 2022 Program for
International Student Assessment (PISA), the Philippines ranked 77th out of
81 countries globally in the student assessment conducted by the OECD
(Organization for Economic Cooperation and Development) for 15-year-old
learners. This indicates a five- to six-year lag in learning competencies in the
country.
The problem in the reading performance of the students in the
Philippines is prevalent, countless studies are incessantly conducted to aid it.
The complete eradication of this is still far at hand. Hence, researchers and
educators should never stop coming up with ingenious ways to alleviate the
current level of students’ performance.
The impact of low-level reading comprehension on students' academic
progress is profound and far-reaching. Reading is not only a fundamental skill
but also the gateway to accessing knowledge across all subjects. Students
who struggle to comprehend texts at their grade level are at risk of falling
behind in every academic area, leading to lower grades, decreased motivation,
and a diminished sense of self-efficacy. Furthermore, poor reading
comprehension can impede critical thinking, problem-solving, and
communication skills, hindering students' ability to succeed in higher
education and the workforce. Without effective intervention, the academic
achievement gap between proficient and struggling readers may widen over
time, perpetuating cycles of underachievement and inequality.
Thus, the creation of this activity sheet aims to aid students who lag
with their reading skills which may lead to poor academic performance
academically or a lack of confidence to share thoughts and views in regular
class discussions.

The authors explored a range of evidence-based strategies to support

struggling readers in developing their reading comprehension skills and
fostering a love of literacy. These strategies include differentiated instruction
tailored to individual learning needs, explicit instruction in phonics and word
recognition, vocabulary development activities, scaffolded reading
experiences, and the use of graphic organizers and other visual aids to
enhance comprehension. Additionally, incorporating diverse and culturally
relevant texts can engage students and build connections between their lived
experiences and the content they are reading.

The goal of this learning activity sheet is to provide comprehensive

support to struggling readers and empower them to become confident,
proficient readers capable of navigating the complexities of the written word.
Addressing the low-level of reading comprehension is imperative for ensuring
academic success and fostering lifelong learning. By understanding the
complexities of this challenge and implementing effective intervention
strategies, the authors of this learning activity sheet aims to support
struggling readers in unlocking the doors to comprehension and literacy.

Consultants:
Professor: Evangeline H. Castro, PhD

Development Team
Writers: Divina L. Butale
Shania Gale Duque
Arlene A. Kapina
Lorena Z. Lopez
Juvy Joy C. Oliano
Clarie Anne V. Orlani
Rose Ann B. Ostaris

i
 Table of Contents

Competency Page Number

Note types of context clues (restatement,

definition, synonyms, antonyms)
used for a given word or expression ……………………………….. 1

Analyze literature as a means of

discovering the self ……………………………….. 14

ii
Specialized and Practical Intervention for Comprehension Empowerment
(Grade 9)
Quarter 1- Curriculum Guide

EN9V-Ig-12.3
Note types of context clue (restatement, definition, synonyms, antonyms)
used for a given word or expression

EN9LT-Ig-14
Analyze literature as a means of discovering the self

iii
 Specialized and Practical Intervention for Comprehension Empowerment
(Grade 9)
Name of Learner: ______________________________ Grade Level: _________
Section: ______________________________________ Score: _______________
The Last Leaf
O. Henry
Pre-reading activitY
A. DECODE ME: Study the clues given and identify the word that is being
referred to. Write your answer in the blank.
1. ________________________ 2. ________________________

PUNEOMIAN MSATREPICEE

ANTONYM SYNONYM ANTONYM SYNONYM

Healthy Infection Failure Workmanship

3. ________________________ 4. _______________________

CNOGNEAIL ZEHPYR

ANTONYM SYNONYM ANTONYM SYNONYM

Against Compatible Calm Breeze

5. ________________________ 6. _______________________

GANLRED QAUNIT

ANTONYM SYNONYM ANTONYM SYNONYM

Straight Twisted Plain Old-fashioned
7. ________________________ 8. ________________________

DUBA JINUPRE

ANTONYM SYNONYM ANTONYM SYNONYM

Cleanse Plaster Flower Shrub
9. _____________________ 10. ____________________

SRTAGNRE CNASVA

ANTONYM SYNONYM ANTONYM SYNONYM

Familiar Unknown Cleanse Woven cloth

1
B. PICK IT RIGHT: Click this link or scan the QR Code and unlock
the meaning of the difficult words found in the story that you will be
reading.
https://create.kahoot.it/share/hot-vocabulary/647a3a71-57f3-479f-
9ccd-b8b25acef8ef

While-reading activitY
A. THE LAST LEAF QUEST: To check your comprehension of the story,
read the questions carefully and give a comprehensive answer
1. How does Johnsy believe her fate is connected to the ivy vine outside her
window?_________________________________________________________________
2. Why does Sue cry into a Japanese napkin?
__________________________________________________________________________
3. Who is Behrman, and what is his relationship with Sue and Johnsy?
__________________________________________________________________________
4. What does Behrman do on the night of the storm?
__________________________________________________________________________
___________________________________________________
5. What is the significance of the last ivy leaf clinging to the vine?
__________________________________________________________________________
6. How does Johnsy's perspective change by the end of the story?
__________________________________________________________________________
___________________________________________________
7. What is the outcome for Johnsy and Behrman?
__________________________________________________________________________
__________
___________________________________________________
8. Analyze the role of symbolism in "The Last Leaf." How does the ivy vine,
the last leaf, and Behrman's masterpiece contribute to the deeper meaning
of the story? _____________________________________________________________
______________________________________________________________________
9. How does the relationship between Sue and Johnsy evolve throughout
the story, and what does it reveal about the theme of friendship and support
during difficult times?
__________________________________________________________________________
___________________________________________________
10. How does O. Henry use irony in "The Last Leaf" to convey a deeper
meaning or enhance the story's themes? Provide specific examples from the
text to support your answer. ______________________________________________
______________________________________________________________________
______________________________________________________ 2
 Post-reading activitY

To check your full grasp of the story, kindly do the following tasks.

a. CAUSE AND EFFECT: Provide the possible effect of the cause

given in each item. Write your answers in the box provided.

1. How will Sue help Johnsy?

Cause Effect

Sue will work. She will

paint a picture to sell.

2. What will happen when the last leaf falls?

Cause Effect

Johnsy thinks the leaf will fall.

3. What does Old Behrman do after talking to Sue?

Cause Effect
Sue tells Old Behrman about
Johnsy and the leaves on
the tree.

4. What made Johnsy want to get better?

Cause Effect

Johnsy sees the leaf.

It is still there

5. In the end, Old Behrman helped Johnsy. What happens to Old Behrman?

Cause Effect

Old Behrman goes out in the

cold rain. He paints a leaf on
the wall.

3
 Reflection:
What is the meaningful lesson you’ve learned from the
story and how would you use this when facing great trials
in life?
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________________________________________

Answer key

Pre-reading activity
A. DECODE ME
1. PNEUMONIA 6. QUAINT
2. MASTERPIECE 7. DAUB
3. CONGENIAL 8. JUNIPER
4. ZEPHYR 9. STRANGER
5. GNARLED 10. CANVAS

B. PICK IT RIGHT
1. PNEUMONIA 6. QUAINT
2. MASTERPIECE 7. DAUB
3. CONGENIAL 8. JUNIPER
4. ZEPHYR 9. STRANGER
5. GNARLED 10. CANVAS

WHILE-READING ACTIVITY
A. THE LAST LEAF QUEST
1. Johnsy believes that she will die when the last ivy leaf outside
her window falls.
2. Sue cries into a Japanese napkin because she is distressed by
Johnsy's condition and the doctor's prognosis.
3. Behrman is an old painter who lives in the same building as Sue
and Johnsy. He acts as a protector to them.
4. On the night of the storm, Behrman paints a masterpiece, the
last ivy leaf on the wall outside Johnsy's window.
5. The last ivy leaf symbolizes hope and the resilience of life. Its
presence influences Johnsy's perspective on life and death.
6. By the end of the story, Johnsy's perspective changes as she
realizes the value of life and expresses hope for the future.
7. Johnsy recovers from pneumonia, while Behrman dies from the
same illness after creating his masterpiece.
4
8. In the story, we see the importance of never giving up and the
strength of art. Sue doesn't give up on Johnsy, even when things
seem hopeless. She encourages Johnsy to fight and distracts her
from negative thoughts. Johnsy's outlook changes as she sees the
value of life, symbolized by the last ivy leaf. Behrman's sacrifice
shows the power of art, as he paints his masterpiece during a
storm, inspiring Johnsy to keep going. These characters show that
determination, art, and connection can help overcome challenges
and inspire resilience.
9. The relationship between Sue and Johnsy evolves from casual
acquaintances to close friends as Johnsy falls ill. Sue's unwavering
support and efforts to uplift Johnsy's spirits demonstrate the
theme of friendship and support during difficult times.
10. O. Henry uses irony to explore themes like hope, sacrifice, and
life's uncertainties. For instance, Behrman, initially portrayed as a
failed artist, creates a masterpiece by painting the last leaf,
showing unexpected talent. Similarly, Johnsy's belief that she'll die
when the ivy leaves fall contrasts with the lone leaf's survival,
emphasizing the power of hope. These ironies underscore the
importance of friendship and resilience in difficult times

POST-READING ACTIVITY
A. Cause and Effect
Answers may vary, but these are the possible answers.
1. Sue will earn money and buy food to make Johnsy strong again.
2. Johnsy says that when that happens she will die.
3. Old Behrman lets Sue paint a picture of him. They realize the last leaf
must not fall.
4. Johnsy decides to eat. She decides to get better.
5. Old Behrman dies of pneumonia, but he leaves behind his
“masterpiece,” the painted leaf.
.

References

https://americanenglish.state.gov/files/ae/resource_files/2__answer_k
ey_thelastleaf.pdf

https://americanenglish.state.gov/files/ae/resource_files/the-last-
leaf.pdf

5
 Specialized and Practical Intervention for Comprehension Empowerment
(Grade 9)
Name of Learner: ______________________________ Grade Level: _________
Section: ______________________________________ Score: _______________

Thank You Ma’am

Langston Hughes
Pre-reading activity

A. UNLOCKING OF DIFFICULTIES: Choose the letter of the correct

synonym of the italicized word in each item. Write the letter before the
number.
______1. The sailor felt the gentle tug of the current as the boat drifted
downstream.
a. force b. pull c. steal d. shoot
______2. He had to stoop to pick up the fallen purse on the ground.
a. move b. sit c. bend over d.worry
______3. The doorway is to narrow that it barely permitted his height to pass.
a. keep b. push c. allow d. stop
______4. The old man was frail and needed help walking down the stairs.
a. strong b. tall c. athletic d. delicate
______5. Your constant tapping is bothering me.
a. whispering b. annoying c. stealing d. meeting
______6. The intense heat caused sweat to trickle down her back.
a. perspiration b. cake c. dessert d. blasphemy
______7. Despite his attempt to snatch the purse, she held on tightly and
managed to break free from his grasp.
a. trick b. watch c. grab d. follow
______8. The lady frowned at the sight of the boy who stole her purse.
a. pushed b. stopped c.grimaced d. laughed

b. BRING THE PIECES TOGETHER: The following pictures are

illustrations of the significant events in the story Thank You, Ma’am. Arrange
the pictures based on how you think the story would take place. Put number
1 for the first event, 2 for the second event, and as follows. Use the box for
your answer.

6
 While-reading activitY

A. Comprehension check: Read the questions properly and

encircle the letter that shows your answer.
1. What is the reason Roger for stealing the purse of Mrs. Jones?
A. because he likes the purse
B. because he is hungry
C. because he wants to buy a pair of blue suede shoes
D. because he finds Mrs. Jones an easy victim
2. What sentence best describes Mrs. Jones.
A. She is a large woman with a cruel heart.
B. She is a strong woman with a bright mind
C. She may look tough on the outside but she has a gentle heart
D. She looks strange and difficult to overcome.
3. In the story, “Thank You, Ma’am,” we can infer that
A. Mrs. Jones wants to adopt Roger.
B. Mrs. Jones is willing to forgive Roger.
C. Mrs. Jones wants Roger to be his son.
D. Mrs. Jones wants Roger to buy his suede shoes.
4. Which of the following factors affect Roger’s decision to steal?
A. His environment B. His economic status
C. His needs and wants D. His cultural orientation
5. Which of the following statements is probably NOT TRUE about Roger?
A. He is Mrs. Jones’ son.
B. He wants to trust Mrs. Jones
C. He wants to buy suede shoes.
D. He wants Mrs. Jones to trust her eventually.

B. Comprehension check: Copy the link or scan the QR Code for

your activity designed in wordwall and do the activity there.

https://wordwall.net/resource/38194137/reading/thank-you-maam

C. sequence it right: Read the events in the story and arrange

these in the correct order. You write the first event in the petal of the flower
labeled number 1 and as follows.
Events:
• Mrs. Jones pulled Roger’s clothes and brought him to her home.
• Mrs. Jones advised Roger never to steal again as she gave him money to
buy his blue suede shoes.
• The large woman was walking on the street when a boy tried to snatch
her purse.

7
• Roger was confused by the woman’s puzzling actions toward him and
was thinking about either running or staying.
• The boy unexpectedly fell on the ground as the weight to the purse
pressed on him.
• Mrs. Jones asked Roger to wash his face and prepare himself for
dinner.
• Mrs. Jones and Roger dinned together as Mrs. Jones explained to Roger
that things bought from stealing can never be satisfying.
• Roger realized the kindness of Mrs. Jones but can say no other words
but “Thank you, ma’am”.

8
1 7

2 6

3 5
4

8
 Post-reading activitY

Let’s dig deeper and relate the message of the story to our lives Kindly work
on the succeeding activities.

A. A NOTE OF GRATITUDE: Think of a person whom you are very grateful

for and write a thank you letter to him/her. You can design this part to show
your creativity as well. Please be guided by these criteria:
Content .......15 pts.
Creativity ....10 pts.
Timeliness ... 5 pts.
Total 30 pts.

B. A NOTE OF GRATITUDE: Access this link for your activity or you

may also use your QR Code scanner. The instructions are posted on the first
page. Send the final output through messenger or you may print it as well.

https://www.canva.com/design/DAGCRrZEn4I/OEGkpYzOvkV2Zc2Q97KANw
/edit?utm_content=DAGCRrZEn4I&utm_campaign=designshare&utm_medium
=link2&utm_source=sharebutton

Reflection: Complete this statement:

What I have learned in this story ________________________
_________________________________________________________
_________________________________________________________
________________________________________________________

9
 Answer key
PRE-READING ACTIVITY
A. UNLOCKING OF DIFFICULTIES:
1. b 4. b
2. c 5. a
3. c 6. c
4. d 7. a
B. BRING THE PIECES TOGETHER

1 6 2 3 4 5

WHILE-READING ACTIVITY
A and B. COMPREHENSION CHECK
1. c
2. c
3. b
4. b
5. d
C. SEQUENCE IT RIGHT
1. The large woman was walking on the street when a boy tried to
snatch her purse.
2. The boy unexpectedly fell on the ground as the weight of the
purse pressed on him.
3. Mrs. Jones pulls Roger’s clothes and brought him to her home.
4. Roger was confused of the woman’s puzzling actions toward him and
was thinking either to run or stay.
5. Mrs. Jones and Roger dinned together as Mrs. Jones explained to
Roger that things bought from stealing can never be satisfying.
6. Mrs. Jones advised Roger never to steal again as she gave him money
to buy his blue suede shoes.
8. Roger realized the kindness of Mrs. Jones but can say no other
words but “thank you, ma’am”.

Post-reading activitY
A. A NOTE OF GRATITUDE: The students’ answers may vary, the
teacher checks these according to the given criteria.

References

https://www.chino.k12.ca.us/cms/lib/ca01902308/centricity/domain
/1689/thank%20you%20%20ma%20am.pdf

10
 Specialized and Practical Intervention for Comprehension Empowerment
(Grade 9)

Name of Learner: ______________________________ Grade Level: _________

Section: ______________________________________ Score: _______________

The Wedding Dance

Amador T. Daguio

Pre-reading activity

A. WORD CHARGE: From the context clues given in the sentences, think
of the meaning of each word and then decide whether its given pair is an
opposite word or a similar word. Write S if the pair of words are synonyms,
and write A if they are antonyms. Use the blank for your answer.

_______1. Unwilling to appease the man she didn’t like, she made no effort to
match his pace.
➢ appease-provoke
_______2. The smoldering embers, as they are remains of a fire, are signs of
slowly dying emotions.
➢ ember-ash
_______3. A silencer was placed on the gun to muffle the sound of it being
shot.
➢ muffle-mute
_______4. She’s curled up snugly in the armchair, enjoying the warmth of the
blanket while reading a book.
➢ snugly-uncomfortably
_______5. We stared at him in mock admiration, trying not to hurt his
feelings.
➢ mock-genuine
_______6. Betsy remained sullen throughout the week until now when I came
home and found her in tears.
➢ sullen-cheerless

B. WORD CHARGE : The activity is placed on the PPT, scan the QR code
and do the activity.

11
 While-reading activity

A. DELVING DEEPER: Read the following statements and react

whether you agree to it or not. If you agree, hit like by encircling it. If you
disagree, hit dislike by encircling it. Justify or explain your answer on the
space provided.

Statements Like/Dislike Justification

_____________________________
_____________________________
Traditions bind us.
_____________________________

True love does not have a _____________________________

_____________________________
happy ending because true
_____________________________
love never dies.

To truly become a man, one _____________________________

_____________________________
must have a child to carry on
_____________________________
one’s legacy.
_____________________________
Life is not worth living _____________________________
without a child. _____________________________

_____________________________
Letting go do not mean _____________________________
giving up. _____________________________

LET’S GO ONLINE!
You can also do this online by scanning this
QR code or type in the link below:

https://quizizz.com/join?gc=73720195

12
 Post-reading activity

Let’s dig deeper and relate the message of the story to your life.
Kindly work on the activity.

A. REFLECT ON

If you are going to write a letter to any of the characters in the story,
who would it be and what will you tell him her?

B. Mentimeter Reflection: Let’s go online!

Scan the QR code or

type in this link:
https://www.menti.com
/al6qjd4a136k

13
 Reflection:
What prevalent tradition of the group was shown in the
story and compare it to your tradition. Share their
similarities and differences.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_____________________________________________

Answer key

Pre-reading activity
A. WORD CHARGE:
1) A
2) S
3) S
4) A
5) A
6) S

While-reading activity
A. DELVING DEEPER:
Answers may vary.

Post-reading activity
ACTIVITY 4. REFLECT ON
Answers may vary.

14
 SUMMARY
The document outlines a comprehensive intervention strategy aimed at
tackling the pervasive issue of low reading comprehension among Filipino students in
Grade 9. The country’s disappointing performance in the 2022 Program for International
Student Assessment (PISA) where it came in at number 77 out of 81 globally, led to this
move. The curriculum appreciates the need to bridge this gap, which has an impact on
students’ self-esteem and academic excellence.

To tackle these problems, the intervention program is doing a multi-

dimensional approach that mixes conventional pedagogy with innovative practices. This
first-quarter curriculum guide outlines particular goals like identifying different kinds of
contextual cues and learning to use literature for personal enrichment and self-discovery.
Such notable literary works as “The Last Leaf” by O. Henry, “Thank You, Ma’am” by
Langston Hughes, and “The Wedding Dance” by Amador T. Daguio are given space in the
curriculum to enrich student experiences in reading.

The program also emphasizes how crucial it is to incorporate technology into

the classroom in order to improve student comprehension and participation. A variety of
online tools, including Quizizz, Mentimeter, Wordwall, Kahoot, PowerPoint Presentation,
and Canva, are used in conjunction with conventional paper-based exercises to create
dynamic and interactive learning environments. These online resources are helpful
additions to traditional classroom education because they give students a variety of
chances to improve and hone their reading abilities while also encouraging enjoyment
and active engagement in the process of learning.

By embracing innovative teaching methodologies, educators aim to empower

students with the necessary skills and confidence to navigate complex texts effectively.
The program's emphasis on both comprehension strategies and personal reflection
underscores a holistic approach to literacy development, ensuring that students not only
improve their reading abilities but also gain deeper insights into themselves and the
world around them.

The intervention program also recognizes the continuous work being done by
educators and researchers to address the enduring difficulties with reading
comprehension. Even while a total answer may still be a while off, the dedication to
finding novel approaches is steadfast. Teachers work to address the changing
requirements of students and provide them with the essential skills for both academic
success and lifetime learning through constant improvement and adaptation.

In summary, the specialized intervention program is meant to counteract the

problem of impaired reading comprehension among Filipino ninth graders. In order to
establish and nurture a learning environment that supports both academic performance
and personal growth, teachers are expected to blend traditional with instructional
technology when teaching. Through this joint project, stakeholders seek to give
youngsters the requisite skills and confidence for excelling in their academic pursuits and
beyond.
15
 References

Fullan, M. (2007). The new meaning of educational change. Teachers College Press.

Kahoot https://kahoot.com/. National Council of Teachers of English. (2000). Standards

for the English language arts.
Langer, J. A. (1991). Reading, writing, and social action: Literacy in process. Teachers
College Press.
Mentimeter https://www.mentimeter.com/ .
Moeller, A. C. (2014). How can technology improve student learning? Phi Delta
Kappan, 95(7), 18-22.
National Endowment for the Humanities. (2017, October). The power of literature: Why
reading fiction matters.
https://www.arts.gov/sites/default/files/ReadingAtRisk.pdf
Organization for Economic Cooperation and Development [OECD]. (2022). PISA 2022
Results: Volume I: What Students Know and Can Do.
https://www.oecd.org/publications/pisa-2022-results-volume-i-53f23881-
en.htm.
SparkNotes. (n.d.). The Last Leaf by O. Henry. https://www.sparknotes.com/short-
stories/the-last-leaf/summary/.
Shmoop. (n.d.). Thank You, Ma’am by Langston Hughes.
https://www.shmoop.com/study-guides/langston-hughes/.
Quizizz https://quizizz.com/ .
Wordwall https://wordwall.net/ .

16