Quran Level 1 To 4 2010

Qur’an Manual Levels 1 – 4
2008
There is no god but Allah Suratul Ikhlas – The Unity, 112
O Allah, send Your blessings on Muhammad and his family Ya Aba Salih, al - Mahdi
Our 12th Imam (A)

Level 1
QURAN LEVEL 1-4 LEVEL 1 www.madressa.net

QUR’AN SYLLABUS LEVEL 1
LESSON TOPIC
PART 1:
PAGES 1-3: LEARNING THE ALPHABET
IN ABOUT 2 WEEKS WHEN THE STUDENT KNOWS ALL THE ALPHABET S/HE
WILL BE TESTED AND AN AZ ZAHRA CERTIFICATE PRESENTED
PART 2:
PAGE 5: UNDERSTANDING HOW LETTERS JOIN EACH OTHER AND

WHICH LETTERS DO NOT JOIN
PAGES 6-8: PRACTISE JOINT LETTERS
THIS SECOND PART SHOULD ALSO TAKE 2 WEEKS.
COMMUNICATION WITH PARENTS OF STUDENTS AT THIS LEVEL SHOULD

BE CONTINUOUS TO ENSURE SUCCESS.
QUR’AN LEVEL 1-4 LEVEL 1.1 www.madressa.net

1
10
QURAN LEVEL 1-4 LEVEL 1.1 www.madressa.net

1

1

HURUF (LETTERS): AZ ZAHRA CERTIFICATE:
For the Az Zahra Certificate, your child should know:
- All the Huruf (Letters) of the Arabic Alphabet
__________________ has been tested on the above requirements and has

performed satisfactorily.
________________________ _________________
Signature of teacher: Date
If the child has not passed the test satisfactorily the teacher should fill in the
letter below.
Dear Parent,
Your child __________________ was tested on the Arabic Alphabet but s/he did
not know:
p n l j f b ^ Z V P B
½ ¹ μ ± − ª ¥ ¡ z v
Ø Ñ Î É Æ Á
- some of the Huruf (Letters)
Please ensure that s/he knows the above for next week, so that s/he may receive
their az-Zahra Certificate.
_____________________ __________________
Signature of teacher Date

Parts of the Arabic Letters are cut off or altered to facilitate their joining in words
(The 6 letters ÑpnljB are never joined to the following
letter, however, other letters can join them)

1
10

1
10

1

Qur’an Homework / Revision / Comments Chart
Parents / Teacher
Date Details Signature
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
Parents / Teacher
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
Parents / Teacher
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
Level 2

LESSON TOPIC
PART 1:
PAGES 1-2: READING PRACTISE – CONTINUING FROM LEVEL 1

PAGES 3-4: LEARNING THE WAY THE ALPHABET SOUND (PHONIC)
PAGES 5-6: INTRODUCTION TO HARAKA
IN ABOUT 2 WEEKS THE STUDENTS IDEALLY KNOW ALL THE ALPHABET

PHONICALLY AND HAVE UNDERSTOOD THE CONCEPT OF HARAKA
PART 2:
PAGE 7-9: PRACTISE RECITING WORDS WITH HARAKA
AGAIN COMMUNICATION WITH PARENTS OF STUDENTS AT THIS LEVEL

SHOULD BE CONTINUOUS TO ENSURE SUCCESS.

READING PRACTICE
Reading practice on this page is to revise joining of letters done in the

previous level. Repeat this page as many times as necessary to improve
both the accuracy and fluency.

1
10

At this stage – on this page – the child should be able to read
the following lines with the sound of the letters – not the names –
as we are preparing them for vowel sounds.

1

HARAKA
There are 3 short vowels in Arabic: they are called “Haraka”

They are Fathah ( UádåXá¶) __á__, Kasra (Táoåtá¾)__ã__ & dhamma (UéÇá¢)__â___
Introduce the Kasra as being a small diagonal stroke below the letter
Kasra is a short vowel and must be pronounced as “i” as the sound “i” in the words it,
bit, sit, fit..... and not prolonged as the “ee” in eel, feel, feet.....
It might be helpful to tell the student to have a smiling

Face whilst reading the Kasra sound
Introduce the Dhamma as a small comma above the letter
Again it is a short vowel whose sound is “u” as in full, pull and not elongated as in fool,
pool...
It might be helpful to tell the student to have a round mouth

Whilst reading the Dhamma sound
Introduce the Fathah as a small slanting stroke above the letter
Again it is a short vowel whose sound is “a” as in Anwer, Asghar, Akber.... and not
elongated as in Answer, Advark, Ask...
It might be helpful to tell the student that the Fathah sign on a letter is equal to the
sound of the letter.

1

Read the first line to the student asking him / her to watch your face.
Only proceed to the next page when the student is fluent.

1
3
4
10
11
12

1
10

Parents / Teacher
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
Parents / Teacher
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
Parents / Teacher
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08

Level 3

LESSON TOPIC
PART 1:
PAGE 1: INTRODUCTION TO SUKOON

PAGES 2-4: PRACTISE RECITING WORDS WITH SUKOON
PAGE 5: INTRODUCTION TO LONGER VOWEL SOUNDS
PAGE 6: PRACTISE RECITATION OF WORDS WITH LONGER VOWELS
PAGE 7: INTRODUCTION TO TANWEEN
PAGE 8: PRACTISE RECITING WORDS WITH TANWEEN
IN ABOUT 2 WEEKS THE STUDENTS IDEALLY SHOULD UNDERSTAND THE

CONCEPT OF SUKOON, KNOW HOW THE “ALIF”, “YAA” AND “WAW”
STREGTHEN VOWELS AND ALSO UNDERSTAND THE RULES OF TANWEEN
PART 2:
PAGE 9: INTRODUCTION TO THE HAMZAH

PAGE 10: PRACTISE RECITING WORDS WITH HAMZAH
PAGE 11: INTRODUCTION TO LONG VOWELS
PAGE 12: PRACTISE RECITING WORDS WITH LONG VOWELS
PAGE 13: INTRODUCTION TO MADDAH AND SILENT LETTERS
PAGE 14: PRACTISE RECITING WORDS WITH MADDAH AND SILENT
LETTERS
COMMUNICATION WITH PARENTS OF STUDENTS AT THIS LEVEL WILL BE

MINIMUM.

SUKOON
The “Sukoon” is a semi circle or a small circle over a letter. It means silent and it
shows that the letter has no vowel and only the sound of the letter should be
pronounced.
To explain the point further, use the names of students in the class or words of the
language with which the student is familiar.
E.g. Farhat, Anwer, Asghar
E.g. åYácåoá¶ ånáÒåÊáB åoá³å{áB

Instil in the student that in Arabic, a word can never begin with a letter bearing
Sukoon. The Sukoon can only be read if the previous letter has a haraka – a Fathah,
Kasra or Dhamma on it.

1
10
11

1

Practice Page;
Write more words here for the child to recite if necessary.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

LONGER VOWEL SOUNDS
The letter “Alif” strengthens the vowel “a”
E.g.
áP = Ba (short) CáQ = Baa (long)
The letter “Yaa” lengthens the vowel “i”
E.g.
ãP = Bi (short) åØãQ = Biy (long) sounded bee as in beef
The letter “Waw” lengthens the vowel “u”
E.g.
âP = Bu (short) åÒâQ = Buw (long) pronounced as “boo” in the English word
“boot”. This may be transliterated as “Buu”

1

TANWEEN:
An extra vowel (double vowels) is called Tanween which means the addition of the
sound of É
Fathah with Tanween makes an “un” sound as in bun, sun, fun
åÌá¶ = Cæ¶ åÌás = Cæs åÌáQ = CæQ
Kasran with Tanween makes an “in” sound as in bin, sin, fin
åÌã¶ = èμ åÌãs = èr åÌãQ = èP
Dhamma with Tanween makes an “un” sound but as in Salaamun, Muntazir, Khairun
åÌâ¶ = çμ åÌâs = çr åÌâQ = çP

1

THE HAMZAH ( A )
The Hamzah ( A ) above an “Alif” or “waw” with a Sukoon on it cuts short the vowel
“a” and “u” respectively, producing a hiccup sound.
This Hamzah is known as “Hamzatul Qat” or the “cutting Hamzah”
çÉGáå w = sha’nun (the Alif does not lengthen the vowel “a” in this case)
âÌãÆKâå Ö = yu’minu (the waw does not lengthen the vowel “u” in this case)
Sometimes the Hamzah is not written above the Alif, only the Sukoon is written, but
the hiccup sound is still produced.
E.g.
åoâÆåBáÑ = wa’mur
ãVåCáÊ = na’ti
READING PRATICE ON THE NEXT PAGE IS MEANT TO COMBINE RULES AND

SOUNDS COVERED ON PREVIOUS PAGES.
REPEAT THIS PAGE AS MANY TIMES AS NECESSARY TO IMPROVE BOTH

ACCURACY AND SPEED

1

LONG VOWELS
A vertical stroke above a letter is a long vowel “a”. It equals about 2 a’s. E.g.
áÐðÂãB = ilaa ha or
ðP = CáQ = B + áP
SðXã¾
ç = kitaabun
ðμ = Cá¶ = B + áμ
ð½ = Cá¾ = B + á½
A vertical stroke below a letter is a long vowel “i”. It equals about 2 i’s.
This is similar to the long “ee” sound. E.g.
Íã = Hi (short)
P! = åØãQ = åÕ + ãP
Í! = Hii (pronounced hee as in heel) μ! = åØã¶ = åÕ + ãμ
½! = åØã¾ = åÕ + ã½
ã¸ðÂB! = Iilaafi (pronounced ee laa fi)
An inverted hook above a letter is a long vowel “u” It equals about 2 u’s.
This is similar to a long “oo” sound.
E.g.
âÍ = Hu (short) P" = åÒâQ = åÑ + âP

−" = åÒâ® = åÑ + â−
Í" = Huu (pronounced hoo as in hoot)
z" = åÒâ{ = Ñå + âz
Í"áoáÖ = ya ra huu (pronounced ya ra hoo)

1

MADDAH
A long stroke or curve above a letter is called a Maddah. The word Maddah in Arabic
means to lengthen or stretch.
A Light Maddah therefore indicates that the vowel it affects must be lengthened to at
least about 4 times its normal length: E.g.
IT MUST BE INSTILLED IN THE CHILD THAT A DARK MADDAH INDICATES THAT THE VOWEL IT
AFFECTS MUST BE LENGTHENED TO AT LEAST ABOUT 5-6 TIMES ITS NORMAL LENGTH
ár = Sa (short) ãr= Si (short) âr= Su (short)
Cás= Saa (long) åØãs= Siy (long) åÒâs= Suw (long)

pronounced as “see” pronounced as “soo”
Eás= Saaaa (very long) åØãs= Siiii (very long) åÒâs= Suuuu (very long)
Eás= Saaaaaa åØãs= Siiiiii åÒâs= Suuuuuu
SILENT LETTERS
When the letters Õ Ñ B appear without any sign on them (like Fathah _á__,
Kasrah _ã__, Dhamma _â__, or Sukoon _å__) and are followed by a letter with
a sukoon _å__ or tashdeed _ä__they are called silent letters.
Although they are written, they are NOT pronounced.

1

Parents / Teacher
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
Parents / Teacher
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
Parents / Teacher
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
Level 4

LESSON TOPIC
PART 1:
PAGES 3-4: RECITATION PRACTISE – CONTINUATION FROM LEVEL3

PAGE 5: INTRODUCTION TO TASHDEED
PAGES 6-8: PRACTISE RECITATION OF WORDS WITH TASHDEED
PAGE 9: INTRODUCTION TO TANWEEN AND SHADDAH
PAGE 10: PRACTISE RECITING WORDS WITH TANWEEN AND SHADDAH
PAGE 11: INTRODUCTION TO SUKOON FOLLOWED BY SHADDAH
PAGE 12: PRACTISE RECITING WORDS WITH SUKOON FOLLOWED BY
SHADDAH
IN ABOUT 2 WEEKS THE STUDENTS IDEALLY SHOULD UNDERSTAND THE

CONCEPT OF TASHDEED, TANWEEN WITH SHADDAH AND SUKOON
FOLLOWED BY SHADDAH
PART 2:
PAGE 13: INTRODUCTION TO MADDAH WITH SHADDAH, MUQATTA’AAT

AND NUN AL QUTNI
PAGE 14: READING PRACTISE – COMBINATION OF MADDAH WITH
SHADDAH, MUQATTA’AAT AND NUN AL QUTNI
PAGE 15: INTRODUCTION TO NUN WITH SUKOON FOLLOWED BY “BAA”
PAGE 16: PRACTISE RECITING WORDS WITH NUN WITH SUKOON
FOLLOWED BY “BAA”
ALSO ON
PAGE 15&17: INTRODUCTION TO RULES OF STOPPING

PAGE 16&18: PRACTISE RECITING USING THE RULES OF STOPPING
NOW THE STUDENT IS AT ENTRY LEVEL 5.

READING PRACTISE:
Reading practise on this page is meant to consolidate rules and sound covered in
previous levels
Repeat this page as many times as necessary to improve both accuracy and speed

TASHDEED:
ä
The sign _____ is called Tashdeed. It literally means to make strong.
A letter bearing a Tashdeed is called a Mushaddad. It bears two letters – the first
takes sukoon and the second bears the haraka.
Explain to the child using the following examples of what a Tashdeed is composed of:
éPán = áSåQán = áPåPn
äãPán = ãSåQán = ãPåPán
êPán = âSåQán = âPåPán

Explain that the sukoon hides in the Tashdeed. Point out that they must stress the
letter which has a Tashdeed.
Use the names of the children or every day words to explain.
E.g. MuhaMMad, SumaYYa

TANWEEN AND SHADDAH:
éÁ æl is to be read as éÁ ál
én çμ is to be read as éoâ¶
In ãÿ áÌãäÆ âÁåÒâsán the “n” of the tanween is left out in pronounciation.

The phrase reads: Ra su lum mi nal lau hi
In åÌãÆ èTánCá`ãdãQ the “n” of the tanween is left out in pronounciation.
The phrase reads: Bi hi jaa ra tim min
In æTáoéÏá§êÆ Cæ∙âdâ{ the “n” of the tanween is left out in pronounciation.
The phrase reads: Su hu fam mu tah ha ra tan
In CæWCáRáÊ éÑ CæRác where the letter “waw” with the Shaddah is preceded by a
nunated letter, the “n” of the nunation is pronounced with a nasal sound.
The phrase is read: Hab banw wa na baa tan
In Ñ"áoéÖ Bìoáw where the letter “yaa” with the Shaddah is preceded by a nunated
letter, the “n” of the nunation is pronounced with a nasal sound.
The phrase is read: Shar rany ya ra huu
AS AN AID, NOTE THAT THE LETTER “n” IN THE ENGLISH WORD RING IS NASAL – I.E. FROM
THE NOSE.

SUKOON FOLLOWED BY SHADDAH
A letter with a sukoon is left out in pronunciation when it is followed by a letter with a
Shaddah.
In èAEéÆåÌãÆ the “nun” with the sukoon is left out in pronunciation.
The phrase is read: mim maa in
In ãäPén åÄâº the “laam” with the sukoon is left out in pronunciation.
The phrase is read: qur rab bi
In åÇêWåkáRá® the “daal” with the sukoon is left out in pronunciation.
The phrase is read: a bat tum
In CáËáˉéÆ åSá¾ånBáÑ the “baa” with the sukoon is left out in pronunciation.
The phrase is read: war kam ma’a naa

MORE PRACTISE WITH THE MADDAH AND TASHDEED:
This part involves more practice with Maddah which is followed by a letter with a
Shaddah.
E.g. ìÁEá¢ is pronuounced as dh-a-a-a-a-allan.
MUQATTA’AAT – THE SINGLE LETTERS
There are certain chapters in the Qur’an which begin with the Muqattat’aat or “The
Single Letters”. These letters are pronounced separately as they are pronounced
while reading the Alphabet.
ñ äÇÂñ B – Alif La-a-a-am Me-e-e-em
The Maddah above the letters produces the prolonged sounds.
THE NUN AL QUTNI:
To link words in pronunciation, a small “nun” is sometimes written under an Alif ( BãÉ ).
This is called “nun al qutni”. This “nun” is pronounced.
ÕméÂBãÉâoåÖkáº
å - will be read: qa dii ru nil la dhii

MUQATTA’AAT – THE SINGLE LETTERS
NUN AL QUTNI

A NUN WITH SUKOON FOLLOWED BY THE LETTER “BAA”:
If there is a “nun” with a sukoon (or a nunated letter), followed by the letter “baa”, the
“nun” in reading will be changed into a “meem” and will be pronounced with a nasal
sound. To indicate this a small “meem” is written between the “nun” and the “baa”
ãkåˉáQÅ åÌãÆ – will be read as: mim ba’di
áAEá×ãRåÊÅ áB – will be read as: am bi yaa’a
STOPS:
From the Qur’an point out the punctuation marks which are called waqf (pl. Wuqoof).
The most common Wuqoof are:
End of Aya – Stop O
Must Stop Å
Can stop or continue ^
Better to stop ¦
Must not stop Ù

Apart from learning the stops it is important to know how to stop or pause at a waqf.
If the letter before the waqf is Fathah, kasra, dhamma, kasra tanween or dhamma
tanween then the sign will be replaced with a sukoon and not read.
å ç è â ã
____ = ____ or _____ or ______ or _____ or _____ á
Å åÀáÂ = ÅÀ
ã áÂ ¦ åÀáÂ = ¦ À
á áÂ
^åÐáÂ = ^ âÐáÂ ÐáÂ = Å Ðâ áÂ
Åå
¦ åSáÏáÂ = ¦ S
è áÏáÂ åÀåÃâÆ = çÀåÃâÆ
STOPS:
If the letter before the waqf has a Fathah with Tanween then only one Fathah is read
and elongated to two harakaat.
_____æ
BáÒâ¦ = ÕæÒâ¦ CáRå×ã¾án = CæRå×ã¾án
BánåÑâoâ² = BænåÑâoâ² Cádâ¢ = Øædâ¢
If the letter before the waqf is either T or a Í then it should be read as Í with a
sukoon.
åÍ = ○ çT èT æT âT ãT áT
¥ åÍéÒâº = ¥ çTéÒâº ¥ åÐáËäã×áQ = ¥ âUáËäã×áQ


Parents / Teacher
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
Parents / Teacher
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
Parents / Teacher
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
/ /08
The Shia Ithna'asheri Madressa is the Madressa of the KSIMC of North London, UK.
The Shia Ithna’asheri Madressa was founded in 1985 and caters for the religious foundation of
our children. The classes are held at the Husseini Islamic Centre every Sunday between
10.00am – 1.30pm, where the last 30 minutes are allocated to Salaat-ul-Jamaat for Teachers,
Students & Parents.
SI Madressa has 4 main departments: (1) Akhlaq – Morals & Ethics (2) Fiqh – Islamic Rules &
Regulations (3) Tareekh – Islamic History (4) Qur’an – i) Appreciation and Understanding of
the Holy Quran ii) Recitation.
We also cater for students with learning difficulties and children with disabilities and special
needs. These activities fall under the Learning Support and Special Needs departments. If you
know a child who can benefit from such classes, please email us on assist@madressa.net.
Furthermore, the older students are accommodated for with classes that prepare them for the
outside world, equip them with qualities of leadership, and train them as future teachers.
The students are provided with an extensive and a comprehensive syllabus, which has also
been adopted by many other Madaris and organisations across the globe. Furthermore, the SI
Madressa has branched out onto the Internet, giving students worldwide free access to the
teaching material and manuals.
For further details and information about our activities, please visit www.madressa.net.
These notes are available in Microsoft Word™ format for editing, sharing and improvement. If
you want to participate in improving the overall quality and content of these notes, please email
notes@madressa.net
The Shia Ithna’asheri Madressa
Husaini Shia Islamic Centre
PO BOX 60, STANMORE
MIDDX HA7 4JB
Answerphone: 020 8416 0483
email: principal@madressa.net
web: http://www.madressa.net
A registered charity in the UK: 288356
© 2008. Shia Ithna’asheri Madressa
Waqf for the thawaab of Rooh of Marhum Akberali Pyarali Merali.

Please recite Sura-e-Fateha.

Quran Level 1 To 4 2010

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Quran Level 1 To 4 2010

Uploaded by

Copyright:

Available Formats

Qur’an Manual Levels 1 – 4

There is no god but Allah Suratul Ikhlas – The Unity, 112

QURAN LEVEL 1-4 LEVEL 1 www.madressa.net

PAGES 1-3: LEARNING THE ALPHABET

PAGE 5: UNDERSTANDING HOW LETTERS JOIN EACH OTHER AND

PAGES 6-8: PRACTISE JOINT LETTERS

THIS SECOND PART SHOULD ALSO TAKE 2 WEEKS.

COMMUNICATION WITH PARENTS OF STUDENTS AT THIS LEVEL SHOULD

QUR’AN LEVEL 1-4 LEVEL 1.1 www.madressa.net

QURAN LEVEL 1-4 LEVEL 1.1 www.madressa.net

QURAN LEVEL 1-4 LEVEL 1.2 www.madressa.net

QURAN LEVEL 1-4 LEVEL 1.3 www.madressa.net

For the Az Zahra Certificate, your child should know:

- All the Huruf (Letters) of the Arabic Alphabet

__________________ has been tested on the above requirements and has

Signature of teacher: Date

Signature of teacher Date

QURAN LEVEL 1-4 LEVEL 1.4 www.madressa.net

(The 6 letters ÑpnljB are never joined to the following

letter, however, other letters can join them)

QURAN LEVEL 1-4 LEVEL 1.5 www.madressa.net

QURAN LEVEL 1-4 LEVEL 1.6 www.madressa.net

QURAN LEVEL 1-4 LEVEL 1.7 www.madressa.net

QURAN LEVEL 1-4 LEVEL 1.8 www.madressa.net

QURAN LEVEL 1-4 LEVEL 2 www.madressa.net

PAGES 1-2: READING PRACTISE – CONTINUING FROM LEVEL 1

IN ABOUT 2 WEEKS THE STUDENTS IDEALLY KNOW ALL THE ALPHABET

PAGE 7-9: PRACTISE RECITING WORDS WITH HARAKA

THIS SECOND PART SHOULD ALSO TAKE 2 WEEKS.

AGAIN COMMUNICATION WITH PARENTS OF STUDENTS AT THIS LEVEL

QUR’AN LEVEL 1-4 LEVEL 2.1 www.madressa.net

Reading practice on this page is to revise joining of letters done in the

QURAN LEVEL 1-4 LEVEL 2.1 www.madressa.net

QURAN LEVEL 1-4 LEVEL 2.2 www.madressa.net

QURAN LEVEL 1-4 LEVEL 2.3 www.madressa.net

QURAN LEVEL 1-4 LEVEL 2.4 www.madressa.net

There are 3 short vowels in Arabic: they are called “Haraka”

It might be helpful to tell the student to have a smiling

Introduce the Dhamma as a small comma above the letter

It might be helpful to tell the student to have a round mouth

Introduce the Fathah as a small slanting stroke above the letter

QURAN LEVEL 1-4 LEVEL 2.5 www.madressa.net

QURAN LEVEL 1-4 LEVEL 2.6 www.madressa.net

Only proceed to the next page when the student is fluent.

QURAN LEVEL 1-4 LEVEL 2.7 www.madressa.net

QURAN LEVEL 1-4 LEVEL 2.8 www.madressa.net

QURAN LEVEL 1-4 LEVEL 2.9 www.madressa.net

QURAN LEVEL 1-4 LEVEL 3 www.madressa.net

PAGE 1: INTRODUCTION TO SUKOON

IN ABOUT 2 WEEKS THE STUDENTS IDEALLY SHOULD UNDERSTAND THE

PAGE 9: INTRODUCTION TO THE HAMZAH

THIS SECOND PART SHOULD ALSO TAKE 2 WEEKS.

COMMUNICATION WITH PARENTS OF STUDENTS AT THIS LEVEL WILL BE

QUR’AN LEVEL 1-4 LEVEL 3.1 www.madressa.net

E.g. Farhat, Anwer, Asghar

E.g. åYácåoá¶ ånáÒåÊáB åoá³å{áB

QURAN LEVEL 1-4 LEVEL 3.1 www.madressa.net

QURAN LEVEL 1-4 LEVEL 3.2 www.madressa.net

QURAN LEVEL 1-4 LEVEL 3.3 www.madressa.net

Write more words here for the child to recite if necessary.

QURAN LEVEL 1-4 LEVEL 3.4 www.madressa.net

The letter “Alif” strengthens the vowel “a”