35. In phonemic awareness instructions, children hear rhyme or alliteration of sounds. They focus on the components of sounds that make them the same or different. This is called ________ task.
(A) blending
(B) segmentation
(C) manipulation
(D) oddity

Adams (1990) describes five levels of phonemic awareness in terms of abilities:

1.    to hear rhymes and alliteration as measured by knowledge of nursery rhymes

2.    to do oddity tasks(comparing and contrasting the sounds of words for rhyme and alliteration)

3.    to blend and split syllables

4.    to perform phonemic segmentation (such as counting out the number of phonemes in a word)

5.    to perform phoneme manipulation tasks (such as adding, deleting a particular phoneme and regenerating a word from the remainder).

Phonemic Awareness refers to the ability to focus on and manipulate phonemes in spoken words.

Rhythm, Rhyme, and Alliteration

• Utilize a variety of poems, fingerplays,songs, nursery rhymes, and rhyming stories.
• Encourage nonsense words in rhymes.
• Clap, pat, and drum rhythms in songs and rhymes.
• Substitute rhyming words in directions and transitions (“Pally can go to snack” –instead of “Sally”.)

Oddity Tasks

• In a set, identify the object that differs phonemically in a specified position.  For example, in the set cat, can, and mouse, which word starts with a different sound?
• Identify the word that does not rhyme in a given set.  For example: rock, pig, sock.
•  Use a puppet or picture cut out to “eat” the object that doesn’t belong.
• Use a giant felt X to X-out the picture of the “trickster”.

Orally Blend and Divide Words

• Use visuals like a rubber band, slinky, or hands to “stretch” out the sounds in a word and then quickly and smoothly blend them together.  Break words up phonetically or by onset and rime.  (l-a-dd-er or l-adder, respectively)  Use it as a “sneaky word” activity, with you dividing and the children blending to guess the word!
• Have children talk like a robot – they naturally divide along syllables.
• Use rhythm sticks , drums, or simply clap to beat out syllables in names and words.  (I love to use a pumpkin as a drum for this task in the fall.)

Orally Segmenting Words

• Have children use counters or Elkonin boxes to count the number of sounds in a word.
• Have children sort pictures according to the number of sounds in the words.  (3= pot, cat, dad; 4= water, dance, jump)
• Encourage children to talk like a turtle, slowing down to divide into phonemes.

Manipulation of Sounds

1. Children develop the ability to delete and substitute phonemes within words.
2. Give clues for a “mystery word.” (It rhymes with rose, but starts with /n/.)
3. If I said “book” without the /b/, what would it sound like?  (“ook”)

https://notjustcute.com/2010/08/24/do-you-hear-that-why-phonological-awareness-is-so-important-for-preschoolers/

35.  https://tinyurl...

Phoneme categorization or so-called oddity tasks require a student to determine whether two or more spoken words are the same or different or to identify the odd word in a series of three or more words.

source: https://in.sagepub.com/sites/default/files/upm-assets/6586_book_item_6586.pdf 

Phoneme categorization or so-called oddity tasks require a student to determine whether two or more spoken words are the same or different or to identify the odd word in a series of three or more words. Examples of this skill are as follows: Which word does not belong: tan, van, house, man? Which word does not begin with the same sound as the other words: cat, boy, car, can?More difficult tasks include the following: Which of the following words do not end with the same sound: run, can, sat? Which of the following words do not have the same middle sound: pig, sit, lap?

題目關鍵： Hear rhyme...

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