The heart of Science of Reading is structured phonics practice. The research shows that phoneme analysis is fundamental to decoding skills. That doesn't mean that the structured practice needs to be detached from meaningful poetry or story experiences.
The words we study can take on life if they viewed within a meaningful context. Let's up our structured practice by doing more phonics work within meaningful literary and even conversational settings. Imagine for example, we're doing an SEL lesson on apologizing... or we're reading a story in which a character apologizes. What a good big word to deconstruct: a-pol-o-gize. How many long vowels do we hear and see? Is there a rule that tells us one of those vowels may be long? What rule is that? What if we substitute an /s/ for the /g/ or substitute a /pr/... to get "size" & "prize".
What if we find the interesting or rhyming words in this little poem:
Duck, I love how
you duck your head down
and pop your tail up
to change your pond
into your cup...
Of course there's the lovely inferential meaning to cull out, and the two meanings of /duck/ /Duck/. While /duck/ has the short /u/ that doesn't create a rhyme, but it does share a sound with /up/ and 'cup/.
And what about /pop/ with its 2 /p/ sounds bouncing toward the other words with /p/ sounds. Now what if we change /head/ to /crown/. How might we analyze /crown/ and /down/? Do we wish to dress the duck in a feather gown?
Let's rewriting as a group expanding meaning while doing and building through phonics play:
Duck, in your feather gown
I love how you duck
your crown down
and pop your tail up
to change your pond
into a lovely cup...