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Ability to hear sounds within words
-Manipulating Sounds
-Breaking words into sound parts
-Rhyming

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Relationship between phonemes and graphemes

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Ability to read with accuracy, speed, and with expressions

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Combination of the body of words used in language

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Ones ability to understand, remember, and create a meaning of what is being read

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There are two approaches to reading fluency.
One is guided and repeated oral reading.
The second is silent reading.
Students need the repeated oral reading practice to help them work on word recognition and their speed. Silent reading helps students foster a love for reading while also working on their fluency skills.

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Comprehension is the component of the other 4 pillars combined, and can't exist without mastery of the other skills. If a student is not able to read fluently, then they're going to exhibit poor comprehension skills. To be able to comprehend a text a student must be able to draw on background knowledge, make predictions and inferences, and make connections to the book, to themselves, and to life.

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Vocabulary connects with reading fluency and reading comprehension. Vocabulary is something that should be front loaded at the beginning of a lesson before reading a text to give the student a better understanding of what the text is about. It also plays an important role in communicating verbally and nonverbally. Students learn new words through direct and indirect instruction. They learn primarily through sound when they're listening to someone else or when they're being explicitly taught by the teacher.

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Phonics is the baseline or starting point for all reading to occur. This is the baseline for their ability to read. Before a student can read, they must understand that all the letters in the alphabet have a specific sound that is connected to it. They need the basic understanding of the alphabetic principle. Once they have this connection then they're able to begin to understand that written letters have a spoken sound and this is the initial introduction to reading and reading fluency.

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One important thing to note about Phonemic Awareness is that it is NOT Phonics. This is one of the biggest misconceptions when trying to understand the difference. This pillar of reading goes beyond the 26 letters of the alphabet and focuses on about 44 phonemes. There are also about 250 different spellings, this means that one single sound may have up to 4 or more ways to spell it, but they all create the same sound.

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One of the best known strategies to use to teach phonemic awareness in schools and at home are read alouds. Read alouds allow children to visualize the sounds and words while they're reading and is a great starting point for introducing this concept.
Another Strategy that works well with the younger students is using playdough or similar manipulatives to create letters and say their sounds.
If no other tools are available students can do physical activities such as jumping or squats when they're spelling out the sounds or letters in a word.

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When working with students on their phonics skills, a great tool to use is having them tap out the sounds of a given word, the teacher can model and even do it with the student. This has no prep and is great for repetition and review.
Using Nonsense words is a fun way to help students decode words, and it even gives them a little giggle sometimes. Nonsense words make students think and is not something that can be memorized.
Placing pictures around the room is another good tool to use that doesn't require much prep and is a good reminder to students wherever they go.

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Using a word wall is a great and simple tool to use with students to reinforce vocabulary and is a great tool for students to keep track of the words that they have learned throughout the year.
Vocabulary notebooks are a great tool for students to create their own mini dictionary of words. Students are to look up the definition of the word, write a sentence using the word, and draw a picture to help them better understand the word.
Having students read a book or listen to a book that focuses on one or more vocabulary words is a great tool for repetition and students can see how it is used in a sentence and in context within literature. This also works on their reading comprehension skills.

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A great and easy way to track students fluency is through benchmark reading passages at the students instructional level. Have students read a passage on Monday (cold read) and record their score and have them keep practicing independently throughout the week and retest the student on Friday. Keep the log of the student to show growth and you can even have the student create their own chart so they can see their growth over time.
Encourage reading in the classroom through silent reading time, the more the students are reading, the more fluent they will become.
Raz-Kids is a great tool to promote reading fluency. It tracks data for the classroom teacher, but more importantly it allows students to choose their own books, read at their own pace, check their comprehension of the text, and they can earn coins to build up their avatar and play games. To the student it isn't something they feel is school work, but for enjoyment.

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Having students create a storyboard online or on paper to check for their comprehension of the sequence of events or the plot of a story is a great tool for students that are creative and for students who do not like to write. It makes the task seem more fun instead of answering questions on a quiz and it is more engaging to students.
Using a KWL chart is a good way for students to use their background knowledge and to formulate questions. When students create their own questions they're engaged in the reading and are reading or listening carefully to check for the answer to their questions.

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Phonemic awareness connects to writing through spelling. Students learn the connection between sounds, words and syllables and then they're able to apply these concepts to their writing. This allows the students to segment and blend sounds together to form words when they're writing. Students also have to be able to master reading and saying the sound before they can write the sound or word.

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Vocabulary allows a student to expand on their writing and create more creative sentences. It will also decrease repetition of the same words and it will make it more interesting for the reader. When a student applies their vocabulary knowledge to their writing and uses it in the correct context, it also shows the teacher that the student has a good understanding of the topic that they're writing about. It is important to watch that students aren't overusing vocabulary though, especially because they're not needed.

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For a student to be successful at writing within this pillar, they have to be good readers. Reading is what promotes writing and studies have shown that the better a student is at reading, the better they are at writing. By reading a variety of texts with different text structures and genres of writing, students are able to apply the style into their own writing. Most importantly, teachers need to model how this looks for students and then provide them with repeated practice. Something important to remember is that students have increased comprehension skills and a desire to read when they have a choice in the book they choose, the same goes for writing. If a student can write about something they enjoy, the chances of them writing a piece that is easy to comprehend and include a lot of details is more likely.

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Fluency is related to a students writing, by ensuring that what the student wrote is easy to understand and follow along with. It needs to make sense. The more complex the sentence becomes, the harder the sentence can be to understand. To encourage fluency in writing in the classroom, students should focus on spelling and vocabulary knowledge within their sentences, they can even vary their sentence structure. Having students free write is a great example of how a student can practice becoming a fluent writer.

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The goal of phonics is to help students learn how the alphabetic principal works and how a written letter or blend can create a series of sounds that we use when we are writing and speaking. Students learn how to take a phonics pattern and their knowledge of letter sounds and formulate words individually and then with repeated practice in writing will begin to take a series of words to form a sentence and later on a paragraph, and so on. Before writing can occur though, direct phonics instruction must be taught. Students can also benefit from read alouds where they see the spelling patterns in writing and are able to make the connection and apply these skills to their own writing.