Read Along AI

Read Along is a webpage from Google that enables children to read books, within different levels and also, with the use of an IA, it gives them feedback on their pronunciation and offers help and includes some reading comprehension questions to improve their understanding of  the language. 

• Target Age: Primary education students (first cycle).

• Target Language Level (based on CEFR): A1.

• Location (indoors, outdoors, gym, classroom, etc.): Classroom. 

This lesson aims to the following competences:

• Reception (Reading comprehension):  Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required.

The activity requires children to read stories according to their reading levels and understand them with the help of the images provided. The app helps them to pronounce the words if you tap them, and even gives the equivalent translation in other languages (Spanish, Arabigan..)

• Production (Creative writing): Can write simple phrases and sentences about themselves and imaginary people, where they live and what they do . 

At the end of the main activity, students will be asked to create a continuation of the story they have read. This enhances in creativity, thus, if they have time, they will be encouraged to write a sentence explaining a dialogue or what’s happening.

• Communicative language competences (phonological control): Can pronounce, copy and repeat simple words with guidance.

The app gives the correct pronunciation of the words in order for children to repeat it correctly so the app can go to the next word or page.

• Students will be able to read books and recognise it's information.

• Students will be able to understand common expressions and use them in their writings.

• Students will be able to interact with Read Along and become more fmiliar with English.

Estimated preparation time:

• • Teacher preparation before class: 30 - 45 min

  • Setup and introduction in class: 10 -15 min

Steps to follow:

• • Access the website and becoming familiar with the technology (15min)

    • Access Read Along via https://readalong.google.

    • Explore the app’s interface: try reading one story to see how pronunciation feedback works.

    • Review how the app highlights words and provides comprehension questions.

    • Take  notes or screenshots to use when explaining to students.

  • Open website on class computers or downloading the app (5 - 7 min)

    • Access Read Along via https://readalong.google and see if it works properly

    • If tablets or smartphones are used, download the Read Along app from google play and ensure it runs properly

  • Creating accounts (10 min)

    • The teacher can create one account per student pair before class to accelerate the login process.

    • Test credentials to ensure every device can access the story library.

  • Testing the equipment (5 - 7 min)

    • Check that all tablets or smartphones have internet access and functional microphones.

    • Test one recording on each type of device to confirm the sound quality.

    • Ensure headphones are available if the classroom is noisy.

  • Preparing materials for the lesson (8 - 10 min)

    • Choose age and level appropriate stories in advance 

    • Prepare comprehension worksheets, vocabulary lists, and the teacher’s assessment rubric.

    • Print or share these materials digitally.

  • Setup in class (10 - 15min)

    • Project the website on the board and demonstrate how to start a reading activity.

    • Walk students through login or access steps.

    • Answer initial questions and clarify how to replay readings.

Link to the App: https://readalong.google 

Handouts:

• Comprehension question sheets (per selected story)

• Vocabulary list with target words

• Teacher rubric for reading/speaking evaluation

• Screenshot guide showing how to navigate Read Along
  
  

Equipment:

• Computers, tablets or smartphones (1 per pair)

• Reliable Wi-Fi connection

• Headphones (optional but recommended)

• Classroom projector and teacher’s laptop (for demonstration)

Additional Materials Needed:

• Whiteboard and markers

• Backup printed story pages in case of technical issues

Pre-task: Teachers should create the accounts to the app by setting one account per pair. Then, the teacher should introduce the website in the class and make a demonstration of its functioning, giving space for doubts.

Main task: In pairs, students have to choose a book from the library of the website and take turns reading one page each. Then, they will have to do the reading comprehension questions in pairs. The teacher's role is to walk around the class solving doubts and helping students.

The expected outcomes are that students become more confident with their speaking and reading skills, to learn new vocabulary (as the app translates the word to spanish) and to promote teamwork collaboration.

Post-task: Once they finish reading, they will have to invent a continuation of the story and if they have time, they can write a sentence or a word explaining their drawing. The assessing task will be both qualitative and quantitative by the teacher, as she/he will be given a rubric to assess the performance and see their level of understanding of the activity and the book.

Here are some of the pictures that were taken in class:

• Council of Europe. (2018). Common European Framework of Reference for Languages: Learning, teaching, assessment — Companion volume with new descriptors. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989

• Decret 175/2022, de 27 de setembre, d’ordenació dels ensenyaments de l’educació bàsica. (2022). Llengua estrangera [PDF]. Generalitat de Catalunya, XTEC. https://xtec.gencat.cat/web/.content/curriculum/primaria/curriculum-175-2022/Llengua-Estrangera.pdf 

• Google. (s. f.). Read Along [Sitio web]. https://readalong.google