I would add to the saying "when two vowels go walking the first one does the talking and USUALLY says its name." this will give the students the decoding strategy that if the vowel name doesn't work try the short vowel sound... one or the other should handle most words. Also I would put these up on the blackboard while using them but not on the wall.
We began our writing lesson by charting the definition and purpose of a summary. I also introduced the strategy: Somebody, Wanted, But, So, Then. Next, I modeled how to write a summary of a book that all of the classes were familiar with.