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What is it? The understanding that words are a combination of sounds that can be identified and manipulated to create a word or separate it into parts (Anunez, 2002).
Reinforce it in Reading: Young students benefit from rhyme and repetition when used to teach phonics (Anderson, 2009). Songs, rhymes, and poems all provide an engaging way for students to hear, say, and experience sounds through phonemic awareness.
Support it in Writing: Once a poem or rhyme is learned, students can practice writing the poem and drawing a creative picture to go with its' meaning. This activity builds connections between what has been read, written, heard, and spoken.

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What is it? The understanding that there is a predictable relationship between a written letter (grapheme) and a sound (phoneme), (Anunez, 2002).
Reinforce it in Reading: The small group or circle-time reading of Big Books helps students to connect the relationship between sounds and letters. As students listen to the book, teachers can emphasize spelling patterns and word families within the story (Anderson, 2009).
Support it in Writing:  To follow up, instructors may have students write words onto notecards that belong to the same word family that they listened to and saw in the Big Book during the circle-time reading. Students love to see the word that they wrote posted in the room in word families that they can reference as reading is taking place.

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What is it? The ability to read written words accurately at a consistently good rate of speed.
Reinforce it in Reading: Riley (2020) reminds teachers that students need a lot of reading practice with a variety of texts to transition from decoding to fluency. It is so important in the literacy progression that Goodwin (2020) suggests that fluency is the key needed for students to move forward toward total comprehension.
A reader's theater promotes student engagement to read, re-read, and speak with fluency. A variety of texts can be used in small groups of students. As groups learn and present each piece, the class is exposed to a variety of texts while students practice reading and speaking the text with fluency.
Support it in Writing: The class can follow this activity with a writing prompt, as a self-review of the performance, or as an overview of the history and context of each text. The theater aspect provides a creative engagement where students could pretend to be theater journalists, posting on the recent performances of the day.

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What is it? The knowledge of meaning and pronunciation of a word that is used in oral or written text. Wierman (2008) suggests that a student's vocabulary is built initially through daily conversations and personal reading experiences.
Reinforce it in Reading: Word walls, word sorts, and word games are an engaging way for students to connect with new vocabulary (Anderson, 2009). Small groups of students can be taught to rotate through word work stations that allow for teaching and re-teaching of vocabulary.
Reinforce it in Writing: The word work activities listed above go hand-in-hand with writing. Students can write new words on notecards, in notebooks in context, and in short-stories to promote their understanding of new vocabulary. If written in a student journal, this writing can be re-referenced for deeper learning and instruction.

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What it is? The process of understanding, knowing, and creating the meaning from what has been read (Wierman, 2018). Comprehension is the goal of reading.
Reinforce it in Reading: While reading a text, teachers can utilize a KWL strategy where they ask students what they know, what they want to know, and what they have learned (Anderson, 2009). This reinforcement can be accomplished while reading through a text in peer groups or through teacher conferences with students.
Reinforce it in Writing: The KWL strategy is also applicable in writing. Students can write about what they know, what they want to know, and what they have learned at key points throughout their reading. This could be accomplished through peer journals and discussions, bringing more engagement into the process.

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Anderson, C. (2009). The Five Pillars of Reading. Library Media Connection, 28(2), 22–25.

Antunez, B. (2002). English Language Learners and the Five Essential Components of Reading Instruction. Reading Rockets. https://www.readingrockets.org/article/english-language-learners-and-five-essential-components-reading-instruction

Danilevich, O. (2020, August 12). [Picture of a little girl writing in a book] [Photograph]. Pexels. https://www.pexels.com/photo/little-girl-doing-her-homework-5088179/

Filkins, A. (2020, October 9) [Picture of little girl reading a book] [Photograph]. Pexels. https://www.pexels.com/photo/adorable-black-girl-reading-interesting-book-5561164/

Goodwin, B. (2020). Cracking the Reading Code: The science of reading instruction is clear. Let’s listen to the research. Educational Leadership, 77(5), 84–85.

Riley, B. (2020). Drawing on Reading Science without Starting a War. Educational Leadership, 77(5), 16–22.

Wierman, M. (2018, February 21). [The 5 Pillars of Reading] Breaking Down the Elements of Successful Reading Instruction. Edmentum. https://blog.edmentum.com/five-pillars-reading-breaking-down-elements-successful-literacy-instruction