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Read “How Will Structured Phonics Meet the Needs of My Students?” YCC p 199-206

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Read How Will the Skills Block Meet the Needs of My Students with Reading Disabilities? (YCC, pp. 210–211)

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Will Some Students Still Need Interventions? (YCC, pp. 211–212)

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Read What are the Similarities and Differences Between Structured Phonics and Guided Reading? (YCC pp. 213–215)

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Read Learning Letters Overview (Learning Letters Resource Book pp. 2–3)

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I have been using chaining in various ways for several years.
I liked seeing kids processing the words and not sharing out.  This way all students can practice the rule.  I always have a few that read the word aloud as they sound out and this prevents others from thinking it through.  Maybe small group.

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notice/wonder/well/improve

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Note-
Chaining song
Closed syllables have been new to me w EL
Connecting to make a word- and McCracken from way back when
Engagement w white board
Low risk but accountable

Wonder-

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Doing well...I walk students through the chaining activity and discuss what has been changed. Improve...I like how she talked about vowel sounds in a syllable and not just a vowel.

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I noticed the teacher using a list of words used in the chain on a separate board, instead of looking at a word and then erasing and going to the next word. They need to see all the words together for scaffolded comparison.

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I have been practicing chaining with students for two years.

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I love the systematic approach.  Changing something small each time, then the students applying their skills with nonsense words.
Students use a lot of vocabulary through their discussions.  You can tell they understand the concepts and rules. Great way to check for misconceptions. Accountable practice because all students have their own whiteboard.

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Segmenting is an important skill for Youngers. They ned to feel the syllable rhythm by seeing it, saying it and writing it, to gain reading fluency.

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I love that they were using whiteboards.

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Sorry Tara, my comment went to your box!