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This is the ability to recognize sound and be able to use knowledge of sounds in order to "sound out" unknown words (The 5 Pillars Of Reading - Banyan Tree Educational Services, 2021)

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Once students learn Phonemic Awareness, they can then begin to connect each sound to the corresponding letter(s) (The 5 Pillars Of Reading - Banyan Tree Educational Services, 2021). Connecting sounds with letter patterns can support better reading skills.

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Vocabulary refers to the words we must know in order to listen, speak, read, and write (Vocabulary, 2021). It is important that students are given access to a variety of vocabulary in order to best understand the language around them. Having an extensive vocabulary allows the user to comprehend more as they understand more of what they hear, say, read, and write.

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Fluency is the ability to "read as well as one speaks" while still understanding what is being read (Literacy Curriculum / 6 Pillars of Reading - PS Literacy Model, 2021). The reader should not memorize the material but should not make frequent pauses or stops. Fluency is crucial for reading comprehension.

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Reading comprehension is the understanding of what is read and being able to use the information to infer, predict, analyze, and make connections (Literacy Curriculum / 6 Pillars of Reading - PS Literacy Model, 2021).

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Phonemic Awareness: Teachers can review the movement of articulators when producing different phonemes (A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of Scientifically Based Reading Research for Teachers, 2004).
Phonics: Learning the sounds and the letter we use to write that specific sound is important to learn (A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of Scientifically Based Reading Research for Teachers, 2004). The teacher can focus on a single phoneme and have students try to identify words that start with that sound (A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of Scientifically Based Reading Research for Teachers, 2004).  Once students can identify the written letter and the corresponding sound, they can then try to use this skill when sounding out unknown words/decoding.
Vocabulary: Review key vocabulary prior to reading the material. As the story is read to students or they are reading independently, ask students to identify the key terms as they see them. Use highlighters, underlining, or asking students to read the words when asked by the teacher.
Fluency: Repeated reading can help students become more confident in their ability to read the material. With a newly found confidence level, hopefully students will begin confidently reading more material at their reading level.
Comprehension: Using story maps, students can fill out the sequence of events in the story using what they remember. For younger students, they can draw a picture of one of the events they remember and then explain what happened and who was in that part of the story  (A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of Scientifically Based Reading Research for Teachers, 2004).

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Phonemic Awareness: An activity during writing is to have students try to spell words by listening to the phonemes, they can then refer back to what they know about the way their mouth move while trying to sound out as they spell and write the word (A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of Scientifically Based Reading Research for Teachers, 2004).
Phonics: When students learn how to write the letter that is connected to specific phonemes, they can then use this knowledge to help with spelling. When writing, students will need to know how to spell and if they are unsure they can try to use what they know about the sounds in the word to attempt the spelling. When it comes to English, there are many rules and exceptions to those rules but sounding out words is a good start to writing skills.
Vocabulary: Writing vocabulary words on flashcards can give muscle memory when spelling and writing each word. The more vocabulary words that students recognize can give them more background knowledge to pull from.
Fluency: Better reading fluency is connected to comprehension (Literacy Curriculum / 6 Pillars of Reading - PS Literacy Model, 2021). Individuals that can read fluently, can use what they read to understand the material. Having an understanding of what they read can assist students when it comes to writing about it. Using graphic organizers can be used to sort key details and refer to later when writing.
Comprehension: If students are able to understand what they read or what has been read to them, they will have a better connection to write about it. Understanding the information in text about a snow storm will allow them to write later about their favorite snow activity. If they do not understand the text and are required to connect the writing assignment to it, they might be unable to do so.

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A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of Scientifically Based Reading Research for Teachers. (2004). Retrieved 18 November 2021, from https://files.eric.ed.gov/fulltext/ED512569.pdf

Literacy Curriculum / 6 Pillars of Reading - PS Literacy Model. (2021). Retrieved 18 November 2021, from https://www.umtsd.org/Page/6337

The 5 Pillars Of Reading - Banyan Tree Educational Services. (2021). Retrieved 17 November 2021, from https://banyantlc.org/five-pillars-of-reading/

Vocabulary. (2021). Retrieved 17 November 2021, from https://www.readingrockets.org/helping/target/vocabulary