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Student Activity Modules (SAMs) enable students to complete many 95 Phonics Lesson Library™ 2.0 (PLL 2.0) activities digitally.
95 Phonics Lesson Library 2.0
If your district has the 95 Literacy Intervention System™ (LIS) and PLL 2.0 enabled in the One95™ platform, SAMs will be available.
Contact your main district contact to learn more about the LIS.
SAMs Overview
The gradual release of responsibility is a fundamental instructional strategy used in the PLL 2.0 curriculum. The “I Do, We Do, You Do” framework is applied in every lesson, promoting the gradual transfer of responsibility from educator to student.
- The “I Do” stage is where educators model the new skills.
- The “We Do” stage is where students practice with educators until the educator determines they are ready for independent practice.
- The “You Do” stage is where students apply new skills independently.
Educators can assign activities, known as Student Activity Modules or SAMs, as a digital alternative to using physical manipulatives within each day of the five-day lesson.
Yellow bars denote opportunities to use the SAMs for student manipulative work within the Teacher’s Edition guides.
Depending on the level, lesson, day, and discretion to utilize the digital activities in place of the physical materials, students may practice their learning using two to five SAMs daily.
Note that SAMs are not provided for writing activities. Writing activities are conducted with paper and pencil or individual whiteboards and dry-erase markers to promote students’ handwriting development.
Once educators have assigned subskills, students will access the related SAMs from the One95 student flipbook. To use SAMs, educators need enough laptops or tablets for their five small-group students. Since SAMs are teacher-directed, educators will find instructions to share with students within the lesson.
SAMs do not require headphones as activities do not contain any sound. As best practice, headphones are strongly discouraged during small-group instruction and practice to ensure there are no barriers between educators and students.
Educators are expected to assess student understanding, monitor accuracy, and provide immediate corrective feedback as needed. Some SAMs do not have a feedback loop, as educators are responsible for providing feedback directly.
Icons
The right-hand menu is available within each SAM.
Depending on the SAM, the menu may feature one or multiple icons related to the available functions.
There are six different icons:
The ABC icon allows educators to enable letters in the Phonics Chips SAM.
Back
The back icon allows students and educators to return to previous prompts in the Read Fluently SAM.
This icon has multiple purposes:
- Students going back after prematurely selecting a prompt that was not read
- Students supporting a positive habit of self-correction
- Educators providing immediate corrective feedback
Brightness
The brightness icon allows students to toggle between light and dark mode options in the Phonics Chips SAM.
Eye
The eye icon has two purposes:
1. Removing the chips and letters so only the word mapping remains in the Phonics Chips SAM to streamline educator review
2. Spotlighting only one row of prompts in the Read Fluently SAM to eliminate visual distractions and assist students in tracking each row
Home
The home icon allows students to return to the lesson day’s SAM list.
This icon is available at the bottom of each SAM’s menu.
To ensure that students’ activity completion is captured, the home icon should only be selected once practice time is over.
Reset
The reset icon allows students to reset their progress and restart the activity.
This icon is available at the top of each SAM’s menu.
Note that in the Phonics Chips SAM, the reset icon is used to clear the board for students to build another word. Clicking the reset icon is counted towards the SAM’s completion criteria.
SAMs
There are six different SAM types:
Phonics Chips
In the Phonics Chips SAM, students build words based on the educator’s instructional dialogue during the “You Do” stage of the lesson.
Students will click START to begin the activity.
Depending on the device, students will use their mouse or finger to select one sound box for each sound in the dictated word.
Boxes will illuminate as they are selected, indicating to educators whether the correct number of boxes has been chosen.
The menu will become available after at least one box has been selected. Optionally, students can click the brightness icon to alternate between light and dark modes.
In the Basic and Advanced levels, students build words by dragging and dropping colored phonics chips onto the illuminated boxes.
In the Multisyllable level, students build words by dragging and dropping syllable bars onto the illuminated boxes.
Click the syllable bars to flip them. For example, the orange-red-blue syllable bar can be flipped to blue-red-orange by clicking on it.
Once educators are ready to check students’ work, students can click the eye icon to hide the phonics chips or syllable bars at the top of the screen for ease of review.
Clicking the reset icon clears students’ boards to prepare them for the next word.
The activity is considered complete if students reset the board twice, meaning they built at least two words.Addition of Graphemes
Depending on the instructional goal, educators can enable letters using the ABC icon.
If letters are enabled, an additional row of boxes will be available. Students will use their mouse or finger to select each box and type the corresponding grapheme(s) using their keyboard.
Note that students can type multiple letters into one box. For example, if the word is “chip,” students can type both the “c” and “h” in one box.
If letters are input incorrectly, students can select the box and revise their answer.
Sort Words
In the Sort Words SAM, students identify and sort words during the “You Do” stage of the lesson.
Students will click START to begin the activity.
There are a total of 28 words to sort. These words are organized into four sets, each containing seven words. The circles at the bottom of the screen indicate students' set progression.
Students will sort the first set of words by dragging and dropping the word cards into the corresponding sorting column using their mouse or finger.
Depending on the skill, there can be two to four columns in both the Basic and Advanced levels.
Students can drag and drop the words between columns to correct their responses as needed.
Students will click SUBMIT once the words have been sorted.
If all words are sorted correctly, students will click CONTINUE to proceed to the next set of words and repeat the process.
If all words are not sorted correctly, a banner will indicate the number of words that are correct.
- Words sorted correctly will turn green.
- Words sorted incorrectly will remain white.
Students will click TRY AGAIN to retry the sorting.
Correctly sorted words will be reorganized in the sorting columns. Incorrectly sorted words will return to the bottom of the screen to sort them again.
Students will re-sort the words and click SUBMIT.
Incorrect answers on the second attempt will populate a SHOW button, which correctly sorts any remaining words. From here, students will click CONTINUE to proceed to the next set of words and repeat the process.
Once the activity is complete, a result screen will be displayed, outlining the number of words sorted correctly across all sets.
The activity is considered complete if students sort at least half of the words correctly across all four sets.
Read Accurately
In the Read Accurately SAM, students practice reading words accurately during the “You Do” stage of the lesson.
There are two Read Accurately SAM subtypes:
Students will click START to begin the activity.
Vowels Only
Depending on the device, students will use their mouse or finger to select the vowel letters within the word.
Vowels will turn red as they are selected.
Students will click NEXT once they have read the word accurately and proceed to the next word to repeat the process.
The word counter will increase by one, and the progress bar will fill as students progress through each word.
The activity is considered complete if students view 10 words.
Vowels and Syllable Divider
Depending on the device, students will use their mouse or finger to select the vowel letters within the word.
Vowels will turn red as they are selected.
Next, students will separate the syllables of the word by dragging and dropping the syllable divider.
Once the word has been broken down into syllables, the scaffold window in the upper right-hand corner will allow students to focus on reading one syllable at a time.
Students will click the scaffold window to read the first syllable and then click it again to read the second syllable.
Students will click the scaffold window for a third time to read the full word. They will click NEXT once they have read the word accurately and proceed to the next word to repeat the process.
The word counter will increase by one, and the progress bar will fill as students progress through each word.
The activity is considered complete if students view 10 words. Skill 10.4
Skill 10.4 includes an additional step once the entire word has been read using the scaffold window.
Students must drag and drop the ball under the syllable that has a schwa.
Read Fluently
In the Read Fluently SAM, students practice reading prompts fluently during the “I Do,” “We Do,” and “You Do” stages of the lesson.
Students will click START to begin the activity.
There are three Read Fluently SAM subtypes: words, phrases, and sentences. Each subtype is completed following the same workflow.
This activity begins with the “I Do” stage. Students will be instructed to put their finger next to the first row of words, phrases, or sentences, and listen and follow along by selecting each prompt with their mouse or finger as it is read aloud.
The first row of prompts will be highlighted to provide a visual cue. As students select each prompt, it will darken.
Once all the prompts in the first row have been selected, the second row will be highlighted in preparation for the “We Do” stage.
Next, students and educators will read the second row together. Students will be instructed to put their finger next to the second row and follow along by selecting each prompt after it has been read.
Once all the prompts in the row have been selected, the GO button appears in preparation for the “You Do” stage.
Clicking the GO button populates the prompt table. Only one prompt appears in focus to direct students’ attention to one prompt at a time.
At the educator’s direction, students will start at the top and whisper read each prompt fluently. Once the prompt has been read, they will use their mouse or finger to select each word. This darkens the current prompt and brings the next one into focus.
After selecting the first prompt, the one-minute activity timer will begin.
If students prematurely select prompts that have not been read, they can click the back icon to return to the previous prompt. This icon can also be used by educators to provide corrective feedback.
Optionally, students can click the eye icon to spotlight the current row and eliminate visual distractions, helping them track each row.
Students will continue reading across each row until the minute is over. If students finish reading all prompts before time runs out, the prompts restart, enabling students to continue practicing until the minute is over.
The progress bar at the bottom of the screen visualizes the number of times students progressed through each page of prompts.
Students will be notified once a minute is up and will view a result screen that indicates how many total prompts were read.
In the words and phrases subtype, the activity is considered complete if students read one page of prompts. In the sentences subtype, the activity is considered complete if students read two pages of prompts.
Transfer to Text
In the Transfer to Text SAM, students focus on one passage during each day of the five-day lesson.
Students will click START to begin the activity.
For consistency, all passages are divided into six sections, where the title is always section 1.
Day 1
On Day 1, students focus on identifying and highlighting pattern words in the passage.
After clicking START, section 2 will be brought into focus for the “We Do” stage of the lesson. Passage sections are indicated by the number in the upper left-hand corner.
The total number of pattern words to identify is indicated by the word counter at the bottom of the screen.
Students will use their mouse or finger to highlight pattern words. Both pattern and non-pattern words can be highlighted.
As words are highlighted, the word counter tracks each highlighted word until the number of words reaches the total number possible, regardless of whether the answers are correct. Students can click highlighted words to remove their selection.
Once the total number of words is reached, students will click SUBMIT to verify their answers. Note that students cannot click SUBMIT if the highlighted words exceed the total amount.
- If all pattern words were highlighted correctly on the first attempt, students will click CONTINUE to proceed to section 3 and repeat the process for the “You Do” stage.
- If all pattern words were not highlighted correctly on the first attempt, a banner will indicate the number of correct words.
Students will click TRY AGAIN to retry the highlighting.
Correctly highlighted words will remain, allowing students to take a deeper look at the remaining words.
Students will highlight the outstanding pattern words and click SUBMIT.
Correct answers on the second attempt will populate a CONTINUE button to proceed to section 3 and repeat the process for the “You Do” stage.
Incorrect answers on the second attempt will populate a SHOW button, which highlights the correct pattern words in green. From here, students will click CONTINUE to proceed to section 3 and repeat the process for the “You Do” stage.
Once the activity is complete, a result screen will be displayed, outlining the total number of words highlighted correctly.
The activity is considered complete if students highlight all pattern words in the passage correctly.Day 2
On Day 2, students practice reading the highlighted pattern words in the passage.
After clicking START, the passage will be presented with highlighted words. Each passage section can be selected.
Students will select section 2 to follow along with the “We Do” stage of the lesson.
Clicking NEXT takes students to section 3 for the “You Do” stage.
Students will progress through the passage using the NEXT button until time is up. The circles at the bottom of the screen indicate students' section progression.
The activity is considered complete if students reach section 3 of the passage.Day 3
On Day 3, students practice reading the passage without the highlighted words.
After clicking START, the passage will be presented without highlighted words. Each passage section can be selected.
Students will select section 1 to follow along with the “I Do” stage of the lesson.
Clicking NEXT takes students to section 2 to continue the “I Do” stage.
Students will progress through the passage for the “You Do” stage using the NEXT button until time is up.
The activity is considered complete if students reach section 4 of the passage.
Day 4
On Day 4, students continue reading the passage without the highlighted words.
Like Day 3, they will select a passage section and progress through the passage using the NEXT button.
The activity is considered complete if students reach section 4 of the passage.
Day 5
On Day 5, students finish reading the passage without the highlighted words.
Like Days 3-4, they will select a passage section and progress through the passage using the NEXT button.
The activity is considered complete if students reach section 6 of the passage (i.e., the last section).
Respond to Reading
In the Respond to Reading SAM, students answer questions to demonstrate their understanding of the passage.
There are two Respond to Reading subtypes:
Students will click START to begin the activity.
Multiple-Choice Questions
Educators will read the multiple-choice questions aloud to students.
Students will read the answer choices independently and use their mouse or finger to select the correct response.
The passage is included alongside the questions as a scaffold. Students can use the scroll bar to review the passage as needed.
Students will click SUBMIT once complete.
- If the answer is correct, students will click CONTINUE to proceed to the final question and repeat the process.
- If the answer is incorrect, students will click TRY AGAIN. The relevant part of the passage will be pulled for review, providing a scaffold.
Incorrect answers on the second attempt will populate a SHOW button, which highlights the relevant part of the passage and the correct answer in green. From here, students will click CONTINUE to proceed to the final question and repeat the process.
Once the activity is complete, a result screen will be displayed, outlining the number of correct answers out of two.
The activity is considered complete if students answer both multiple-choice questions correctly.Written-Response Questions
Educators will read the written-response question aloud to students.
Students will respond by writing their answer using paper and pencil or individual whiteboards and dry-erase markers.
The passage is included alongside the questions as a scaffold. Students can use the scroll bar to review the passage as needed.
Students can click the HINT button for a hint at any time. The relevant part of the passage will be pulled out for review, providing a scaffold.
Once they have finished writing their answer, students will click NEXT to proceed to the final question and repeat the process or proceed to the reward screen.
Once the activity is complete, a reward screen will be displayed.
The activity is considered complete if students progress through the question(s) and reach the reward screen.95 Percent Group Support is here to help! Contact us via the knowledge base support form or email at support@one95.app.
To learn more about submitting tickets, reference our article on One95™ Support.
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