“When We Were Alone” is a powerful picture book by David A. Robertson, illustrated by Julie Flett, that often gets shared as a classroom or library read aloud because it gently introduces children to the history of residential schools and the strength of Indigenous families and cultures.

What “When We Were Alone” is about

A young girl is helping her grandmother in the garden and begins to notice things that make her curious:

  • Her grandmother’s long, braided hair
  • Her colorful clothes
  • Her use of the Cree language
  • How important family time is to her

Each time the girl asks “Why?”, her grandmother tells a short memory from her childhood in a residential school, where:

  • Her hair was cut short
  • She was forced to wear plain, identical clothing
  • She was not allowed to speak Cree
  • She was separated from her siblings and family

The grandmother then explains how, when they were alone , she and other children found small secret ways to hold onto their culture and identity (whispering Cree, braiding grass like hair, wearing colors in their minds, finding ways to be together).

Read-aloud versions you can find online

There are several classroom-safe read-aloud videos created by teachers, literacy channels, and education organizations. These typically show the pages while a reader narrates the story, sometimes followed by short reflections or journaling prompts. Common types of “When We Were Alone read aloud” videos include:

  • Teacher or librarian read-alouds aimed at elementary grades
  • Teaching-artist or literacy-organization videos that combine reading the book with:
    • Reflection questions about resilience, language, and culture
    • Guided journaling activities
    • Short breathing/calming exercises for students

These are often used for:

  • Orange Shirt Day / Every Child Matters events
  • Classroom discussions about residential schools and reconciliation
  • Lessons on identity, culture, and family stories for grades 3–7

How teachers typically use the read-aloud

Educators usually:

  1. Introduce context gently
    • Briefly explain that the book is about a “hard part of history” where Indigenous children were taken to residential schools, but also about strength, family, and culture.
  1. Pause during the read aloud
    • Ask quick questions like “How do you think the grandmother feels here?” or “Why might language be so important?”
    • Let students notice the shifts between the present (in the garden) and the past (at school).
  1. Follow up with reflection
    • Journaling prompts about resilience, family traditions, or special languages spoken at home
    • Drawing or writing about something that makes each student feel connected to their family or culture
  1. Connect to ongoing learning
    • Link to discussions about reconciliation, Every Child Matters, or local Indigenous communities and stories.

If you’re planning your own read aloud

Here is a simple structure that works well, especially from 3rd grade and up:

  1. Before reading
    • Let students know the story mentions unfair rules that tried to erase a culture, but also shows courage and love.
    • Make clear that questions are welcome, and feelings (sadness, confusion, anger) are okay.
  2. During reading
    • Pause on each “Why do you…?” question the girl asks.
    • Ask students to notice how the grandmother’s answer links her current choices to her past experiences.
  3. After reading
    • Invite students to write or draw about:
      • A family tradition
      • A language or word that matters to them
      • A time they showed strength during something difficult
  1. Optional extension
    • Share age-appropriate information about residential schools where you live, and Indigenous voices/resources that talk about this history today.

Why this read aloud matters in 2026

The “When We Were Alone read aloud” continues to be a frequently used resource because:

  • It fits current priorities around truth and reconciliation in schools.
  • It centers an Indigenous grandmother’s voice and resilience instead of only focusing on trauma.
  • It helps non-Indigenous students learn about this history in a respectful, age-appropriate way, while validating Indigenous students’ family stories.

Bottom note: Information gathered from public forums or data available on the internet and portrayed here.