For a phonemic awareness lesson targeting blending and segmenting spoken words, which group of words is most appropriate?

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The most appropriate group of words for a phonemic awareness lesson focusing on blending and segmenting is stop, flash, sweet. These words are multisyllabic and contain a variety of phonemes that can be effectively dissected and manipulated. This allows students to practice breaking down the sounds in each word into their constituent phonemes or blending those sounds to formulate the whole word.

In this context, stop is a single-syllable word with a blend and a vowel, while flash and sweet offer more complexity by introducing additional consonant clusters and vowel combinations. The focus on these phonemic elements helps students enhance their understanding of how sounds come together to form words and how they can be separated into individual sounds, which is crucial for developing reading skills, particularly for those with dyslexia.

The other groups, while they contain valid words, may not present the same level of phonemic complexity needed for such a lesson. The first group consists of simple, rhyming words which may not push students to practice blending and segmenting in a diverse way. The third group contains common fruit names, which are less effective for phonemic training due to their predictable and similar patterns. Finally, the fourth group consists of action verbs that, while they may have phonemes

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