Towards Reading the Qur’an – Part One (Teaching Guide)

These flashcards review the major teaching principles, parent & teacher roles, pronunciation guidance, lesson sequencing, and methodological points from the ‘Towards Reading the Qur’an – Part One’ manual.

What is the main goal of the book “Towards Reading the Qur’an – Part One”?

To teach young Muslim children to read the Qur’an fluently using a graded, phonic-based method.

Who compiled “Towards Reading the Qur’an – Part One”?

The Lenasia Muslim Association (South Africa).

According to the guide, whose responsibility is Islamic education first and foremost?

The parent’s responsibility.

Why must a strong link be forged between home and Madrasah?

Because if the link is weak, the child’s Qur’anic progress will suffer and parents will be answerable to Allah on the Day of Qiyāmah.

Which teaching approach replaces the traditional ‘spelling method’ in this book?

The phonic (‘sound’) method.

What does the phonic method train the child to do?

Sound (pronounce) each letter or syllable rather than spell it out.

How are the lessons in the book graded?

Progressively from simple to difficult, matching the child’s developmental stage.

After mastering fluency with the reader, what is the next logical step for the pupil?

Reading the Holy Qur’an itself.

What should parents do with the work taught in class?

Revise and rehearse it at home so the child can cope confidently with the next lesson.

What three short vowels are introduced early?

Fatḥah (zabar), Kasrah (zer), and Ḍammah (pesh).

What colour is used to highlight new letters and their three positions in a word?

Red.

In the margin of the lessons, what do the numbers (1, 2, 3) indicate?

Which day the new subject matter is intended to be presented.

Name three classroom aids the teacher is encouraged to use besides this reader.

Chalkboard, flashcards, and charts (also acceptable: activity cards, stencils, plasticine).

What is the Sukūn (Jazm) and when is it introduced?

A diacritic indicating the absence of a vowel; introduced after pupils know the letters with short vowels.

What key rule about short-vowel letters must the teacher keep stressing?

They must be read with a SHORT sound (not elongated).

How long should the daily combined board-work/reader session approximately last?

About 30 minutes.

What instructional strategy is emphasised for young children instead of treating them as ‘miniature adults’?

The play-method (learning through play and engaging activities).

When should Ḍammah (pesh) ideally be introduced?

After fatḥah is thoroughly consolidated – end of second term or start of third term.

Which two advanced diacritics are only taught early in Class 2?

Tanwīn and Tashdīd (shaddah).

What determines whether the teacher should discuss technical details like Sukūn during reading?

Only if a child reads incorrectly; otherwise avoid overloading with details.

What must flashcards cover by Lesson 34, 36, and 39?

Every letter of the alphabet with Sukūn (Jazm).

Why is the alphabet placed at the very beginning of the textbook?

To familiarise the child with Arabic script visually, not for immediate reading.

Which letters are pronounced with the tip of the tongue placed against the upper teeth?

ث (tha), ذ (dhal), ظ (ẓāʼ).

Which letters originate from the lips?

ف (fā’), ب (bā’), م (mīm).

Where is the tongue positioned when pronouncing ق (qāf) and ك (kāf)?

The back of the tongue touches the soft palate for ق and the middle/back for ك.

What is the function of a Sukūn in examples like مِنْ and قُلْ?

It tells the reader to join the consonant bearing Sukūn to the next letter without adding a vowel.

What guiding phrase should teachers use instead of ‘read fast’?

“Read each letter with a short sound but do not delay after each letter.”

Why does the guide discourage rushing through the Qur’an for a quick khatam?

Because the focus should be on developing correct, fluent reading rather than speed.

Give one reason the reader uses Qur’anic words for revision lessons.

To familiarise pupils with authentic Qur’anic vocabulary and context.

What should be done if a pupil reads a Jazm word incorrectly?

Reference the Jazm’s function and location to help the pupil self-correct.

Define ‘phonic system’ in the context of this reader.

Teaching reading by associating letters with their characteristic sounds rather than letter names.

What is the recommended practice time allocation for drill work during a lesson?

Short sessions at the right time within the 30-minute block.

How is the importance of practice summarised in the book?

“Practice makes perfect.”

What greeting begins both the pupil’s and parent’s introductory letters?

“Assalāmu-‘alaykum.”

What Qur’anic chapter is printed on Page 3 as an example?

Sūrah al-Fātiḥah.

Why “does the Qur’an never change,” according to the text?

Because Allah’s revealed words remain preserved exactly as sent to Prophet Muḥammad ﷺ.

When is Lesson 22 re-introducing the alphabet formally taught?

After students have learnt the short-vowel letters and basic Sukūn usage.

Which diacritic mark is referred to by the term ‘Jazm’?

Sukūn – indicating no vowel on the consonant.

What are the five mouth-throat regions mentioned for correct articulation?

Lips, tip of tongue against upper teeth, tip against lower teeth, centre of tongue/palate, and throat.

State one objective of the Madrasah system as highlighted in the parent letter.

To extend and support the Islamic education that should begin at home.