April's Big Day
Text Type: Fiction • Word Count: 523

READ-ALOUD LESSON
April's Big Day
Long /a/ vowel sound (review)

• Introduce and expose students to the long /a/ vowel sound represented by VCe long /a/ and long /a/ vowel digraph spellings.
• Build oral comprehension skills.
• Model fluent reading.

Story Summary
April invites several friends to her birthday party. However, a large dog shows up with one of her friends, and April is worried that the dog will hurt her new kitten. When the party is interrupted by a storm, April's kitten is nowhere to be found. It is the uninvited guest that saves the day by rescuing the kitten. 

Build Background
Ask students if they ever had or been to a birthday party. Invite them to describe the party, such as food, activities, and where the party was held. 

Preview the Book
Read the title and ask students to identify the vowel sound at the beginning of the word April's. Then have them identify the vowel sound at the end of the word day. Explain to students that you will read a story aloud that has many words with the long /a/ vowel sound. Have students say the long /a/ vowel sound. 

Write April's and day on the board. Read each word aloud to students. Have volunteers come to the board and take turns circling the letter or letters that stand for the long /a/ vowel sound in the words. Point out the different spellings that stand for the long /a/ vowel sound. 

Make a transparency of the copyright page of the book. Point out the box Long /a/ words that shows the long /a/ words in the story. Read each word aloud with students, pointing out the different spellings that stand for the long /a/ vowel sound. 

Open the book and show students the illustrations on each page. Invite students to predict what the story might be about. 

During Reading
Read the story aloud with expression, emphasizing the long /a/ vowel sound in the words. Ask students to clap their hands each time they hear the long /a/ vowel sound. Point out that they might hear the long /a/ vowel sound at the beginning, in the middle, or at the end of the word. 

Allow students to ask questions during reading. Pause occasionally to ask students to predict what might happen next. 

After Reading
Reader Response
Have students explain whether the book is fiction or nonfiction. Invite them to summarize the story and/or describe their favorite part. 

Comprehension
Ask specific questions that allow students to demonstrate their understanding of the book.

• Why do you think April was awake so early in the morning?
• Why was April worried about Bailey showing up at the party?
• Why was April glad that Bailey came to the party?