Reading Magic Moments

WALT (We Are Learning To)

• Read fluently with expression, pacing our reading like natural speech (DfE Reading Framework, 2025 – Fluency focus).
• Draw inferences about characters’ feelings, thoughts and motives, justifying our ideas with evidence from the text (National Curriculum English – Reading comprehension Year 4).

---

National Curriculum Links

• English Programme of Study, KS2 (Year 4)

  • Reading – comprehension: Pupils should be taught to “develop positive attitudes to reading, and an understanding of what they read, by listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.”
  • “Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions.”
  • Reading – word reading: Read aloud age-appropriate texts fluently and independently.

• DfE Reading Framework 2025

  • Fluency: “I read like I talk. I only slow down, stop, or repeat words when it makes sense and sounds right.”
  • Comprehension: “Draw inferences and justify with evidence.”

---

Text Extract

Source:

Harry Potter and the Philosopher's Stone by J.K. Rowling, illustrated by Jim Kay (ISBN: 978-7-4088-4564-6)
Extract from Chapter 5: "Diagon Alley", pages 68-77 (approximate adaptation for a 10-minute read)

Extract (Teacher to provide printed/dyslexia-friendly formatted version):

Harry’s first experience of Diagon Alley opened before him like a secret world. Grimy shops sold odd ingredients, and wizards bustled about, shopping for their new school year. Harry was overwhelmed yet excited: he clutched his list, eyes wide at the glistening cauldrons, stacks of spell books, and brooms of all shapes and sizes.
“Look at those,” said Hagrid, pointing to a shiny broomstick. “Top quality and made for speed.” Harry felt a thrill of anticipation.
As they passed, a large man in dark robes scowled at them, muttering under his breath. Harry noticed but said nothing—his eyes kept wandering to the strange signs and the flickering candles hanging in the windows.

---

Key Vocabulary (5 New/Challenging Words)

Word	Definition	Teaching Strategy
Bustled	Move quickly and energetically	Use in role play to mime being bustled
Glistening	Shining with reflected light	Show pictures of shiny/glossy objects
Cauldrons	Large metal pots used for boiling potions	Show images and relate to cooking pots
Scowled	Frowned in an angry or displeased way	Pair with facial expression flashcards
Muttering	Speaking quietly and unclearly, often angrily	Whisper and ask them to repeat clearly

---

Success Criteria

• I read the extract aloud smoothly, pausing only to make sense or add expression.
• I can explain how Harry might be feeling and why, using evidence from the text.
• I understand and use new vocabulary from the extract in sentences.

---

Lesson Structure (30 minutes)

1. Introduction (5 minutes)

• Activate prior knowledge: Quick discussion about Diagon Alley — what they know about magical shopping from Harry Potter or other stories.
• Introduce WALT and success criteria.
• Briefly pre-teach the 5 vocabulary words using visuals and actions.

2. Reading Activity (10 minutes)

• Dyslexia-friendly printouts of the extract, with coloured overlays if preferred.
• Whole-class reading aloud in pairs (shared reading), focusing on fluency:
  • Emphasise reading as if speaking naturally.
  • Teacher models reading first with expression and pacing.
• Use “I read like I talk...” mantra.

3. Comprehension & Discussion (10 minutes)

• Introduce VIPER questions to discuss the text:

VIPER Strategy	Question
Vocabulary	What does the word ‘glistening’ tell us about the broomstick Harry sees?
Inference	Why do you think Harry’s eyes kept wandering around Diagon Alley? What might he be feeling?
Prediction	What do you think might happen next with the man who scowled at them?
Explaining	How does Hagrid’s description make you imagine the broomstick?
Retrieval	Name two things Harry sees in Diagon Alley.

• Two True or False questions to check understanding:
  1. Harry was scared when they entered Diagon Alley. (False)
  2. The man in dark robes smiled at Harry and Hagrid. (False)

4. Agree, Build, Challenge Activity (3 minutes)

• Agree: I think Harry was excited about Diagon Alley because it was a magical place.
• Build: I also believe Hagrid wanted Harry to feel comfortable and prepared for Hogwarts.
• Challenge: However, I think the man scowling might have been unhappy about Harry’s presence.

Have students discuss in small groups, encouraging them to add their own ideas or politely disagree.

5. Summarize Task (2 minutes)

• Write a short paragraph answering:
  Describe how Harry feels in Diagon Alley and give two reasons why, using parts of the extract.

---

Differentiation Strategies

• For struggling readers / dyslexic learners:

  • Use dyslexia-friendly font and coloured overlays (blue or green tinted).
  • Provide audio recording of the extract.
  • Pre-teach vocabulary with pictures and gestures.
  • Pair weaker readers with confident readers for shared reading.

• For advanced learners:

  • Ask them to infer more complex motives or feelings for Hagrid and the man in dark robes.
  • Challenge to write a short diary entry as Harry in Diagon Alley using new vocabulary.
  • Encourage to use the Agree, Build, Challenge framework in written form.

---

Assessment

• Observe paired reading fluency: smooth reading with natural expression.
• Check responses to VIPER questions in discussion, specifically the inference question.
• Evaluate the summary paragraphs for evidence-backed inference and vocabulary use.
• Note engagement in Agree, Build, Challenge for reasoning and justification skills.

---

Final Notes

This lesson leverages the rich, picturesque text and illustrations from Harry Potter and the Philosopher's Stone to captivate Year 4 pupils whilst meeting key curriculum goals for reading fluency and comprehension. It aligns tightly with the National Curriculum and the DfE Reading Framework 2025 fluency and inference aims.

The use of VIPER questioning and Agree, Build, Challenge promotes critical thinking and peer discussion, supporting deeper understanding and vocabulary acquisition, solidifying the pupils’ reading confidence and enjoyment.