Recall the system
Write the 28 letters and activate the reading knowledge from F1-L08.
Go to retrieval →Learning outcomes
By the end of this lesson
Today’s success criteria: write all 28 letters in the
standard order; write simple, fully marked words from dictation with reasonable accuracy; and produce a
consistent, legible Naskh-based school hand with controlled proportions.
Route overview
This Lesson’s Journey
Inspect five features
Check direction, shapes, dots, joins and marks against a clear model.
Go to accuracy →Hold before writing
Hear an exact target, repeat it silently, write, then reveal and code the repair.
Go to dictation →Repair, then repeat
Practise only the feature that changed the letter or made the word hard to read.
Go to repair games →0
F1-L08 bridge
Read it before you write it اِقْرَأْ ثُمَّ اكْتُبْ
Writing from sound works only when the sound–symbol decisions are secure. This four-item check retrieves sukūn, shadda, long vowels and right-to-left orientation.
Retrieval quiz · sound to script
Choose one answer. Read the explanation before moving on.
Alphabet recall · no chart first
On paper, write the sequence from memory. Then reveal this row and self-mark in a different colour. Award one point for each correct letter in the correct position; record both the total and the first break in the sequence.
Write all 28 letters in order before revealing the standard sequence.
Write with a mouse, finger or pen. Handwriting is not recognised or scored automatically.
Complete this task on paper, then return here to check or record your result.
Reveal the standard 28-letter order
ابتثجحخدذرزسشصضطظعغفقكلمنهوي
Hamza is taught as a writing symbol in this course but is not an extra member of the standard 28-letter alphabet. Tāʾ marbūṭa ة is also not listed as a separate alphabet letter.
1
Five observable features
What accurate handwriting actually means مَا الخَطُّ الوَاضِحُ؟
A beautiful calligraphic style is not the goal. A reader should identify each letter and word without guessing. Use the same five checks every time.
Direction
Words begin on the right and travel left. Keep the order of letters stable.
Shape
Make the base-letter skeleton recognisable and keep a consistent scale.
Dots
Use the correct number and position; dots can change one letter into another.
Joins
Join where the script permits and stop after a non-connector.
Marks
Place the requested vowel or sign clearly above or below its base letter.
Baseline, body and descending space
Most letter bodies organise around an imagined baseline; some parts rise above it and some curve below it. “Same size” does not mean trapping every letter in one box.
بَيْتٌ · قَلَمٌ · وَلَدٌ
- Keep the word body on one stable writing line.
- Leave enough space below for forms such as final ي, ج or ع.
- Separate words clearly; do not insert gaps inside one joined word.
Training text and ordinary Arabic
This lesson deliberately uses fully marked practice words because the assessment checks diacritic placement. Most everyday Arabic writing normally omits many short-vowel and case-ending marks once readers can infer them.
Two valid displays:
مَدْرَسَةٌ جَدِيدَةٌ · fully marked training form
مدرسة جديدة · normal unvowelled display
مَدْرَسَةٌ جَدِيدَةٌ · fully marked training form
مدرسة جديدة · normal unvowelled display
Do not label an ordinary unvowelled word “misspelled” unless the task explicitly requires full marking.
2
Writing strategy
The WRITE routine خُطُوَاتُ الكِتَابَةِ
Use these five steps whenever you copy a word, write it from memory or complete a dictation activity.
Watch or listen
Look at the whole word or listen to it twice. Do not begin writing before you have seen or heard the complete word.
Repeat and notice
Say the word quietly. Notice the letters, long vowels, dots and marks in the correct order.
Imagine
Hide the model and picture the whole word in your mind. Remember that Arabic begins on the right.
Try writing
Write the complete word once from right to left. Check the letter shapes, joins, dots and marks as you write.
Use the current model for one controlled right-to-left attempt, then check shapes, joins, dots and marks.
Write with a mouse, finger or pen. Handwriting is not recognised or scored automatically.
Complete this task on paper, then return here to check or record your result.
Not yet marked complete.
Examine and improve
Compare your writing with the model. Correct any mistake, then write the whole word once more from memory.
Remember: Look or listen → Say it → Picture it → Write it → Check it
Five repair codes
| Code | Check | Question |
|---|---|---|
| L | Letter shape/order | Is every base letter recognisable and in the right place? |
| D | Dots | Are dot number and position exact? |
| J | Join | Did I connect or stop in the permitted place? |
| M | Mark | Is each requested diacritic on the correct base letter? |
| S | Spacing/baseline | Are letters grouped as one word on a stable line? |
Model → cover → write → compare
- Look at بَيْتٌ for three seconds.
- Say baytun and notice يْ.
- Cover the model and write the whole word.
- Reveal it. Circle the first mismatch and add one code.
- Correct the feature, cover again, and reproduce the complete word.
Repeated copying with the model permanently visible can train hand movement without training recall. The cover step is essential.
3
Targeted formation
Repair the feature, not the whole alphabet أَصْلِحِ الحَرْفَ بِدِقَّةٍ
Choose the three least secure letters from the dictation. Practise each ten times as two sets of five: model visible for the first set, model covered for the second.
The six non-connectors
These letters can attach to a preceding letter on their right, but they do not connect onward to the following letter on their left:
ا · د · ذ · ر · ز · و
| Word | Join decision |
|---|---|
| بَابٌ | The first بـ joins to ا; alif then stops the line before final ب. |
| وَلَدٌ | Initial و does not join onward; لـ joins to final د. |
| جَدِيدٌ | Both د letters create visible stops. |
Dots identify the letter
Practise related skeletons as contrasts, not as isolated decoration.
ب ت ث ن ي
Count and position dots before leaving the word.
ج ح خ
One dot below, none, or one above.
ع غ · ف ق
Keep the base shape, then distinguish with dots.
Efficient habit: complete a legible base-and-join
sequence, then add identifying dots and requested marks in a consistent pass before moving to the next
word.
Repair line A · joins
بَابٌ · وَلَدٌ · جَدِيدٌ
Circle every non-connector break. Check that no pen line crosses it.
Repair line B · marks
بَيْتٌ · مُعَلِّمٌ · عَيْنٌ
Point from every sukūn or shadda to its base letter before copying.
Repair line C · spacing
قَلَمٌ جَدِيدٌ
Keep joined letters close; leave one visible word gap between the two words.
4
15-word controlled dictation
Listen, hold, write, then reveal اِسْمَعْ، تَذَكَّرْ، اُكْتُبْ، ثُمَّ صَحِّحْ
Work with the fully marked connected forms in three rounds of five so feedback changes the next attempt.
Listening script and response
🎧 Recorded audio.
Listen to each word twice. Write all fifteen in three rounds of five before checking.
Type, write or draw all fifteen words in three rounds of five before opening the script or answers.
Write with a mouse, finger or pen. Handwriting is not recognised or scored automatically.
Complete this task on paper, then return here to check or record your result.
Listening script
بَابٌ. كِتَابٌ. قَلَمٌ. مَدْرَسَةٌ.
بَيْتٌ. مُعَلِّمٌ. طَالِبٌ. يَدٌ. عَيْنٌ. كَلِمَةٌ. ثَلَاثَةٌ. سَبْعَةٌ. وَلَدٌ. بِنْتٌ. جَدِيدٌ.
Check answers
١. بَابٌ · ٢. كِتَابٌ · ٣. قَلَمٌ · ٤. مَدْرَسَةٌ · ٥. بَيْتٌ · ٦. مُعَلِّمٌ · ٧. طَالِبٌ · ٨. يَدٌ · ٩. عَيْنٌ · ١٠. كَلِمَةٌ · ١١. ثَلَاثَةٌ · ١٢. سَبْعَةٌ · ١٣. وَلَدٌ · ١٤. بِنْتٌ · ١٥. جَدِيدٌ
Not yet marked complete.
بَابٌ · كِتَابٌ · قَلَمٌ · مَدْرَسَةٌ · بَيْتٌ
Focus: non-connectors, long vowels, dots, sukūn and tāʾ marbūṭa.
مُعَلِّمٌ · طَالِبٌ · يَدٌ · عَيْنٌ · كَلِمَةٌ
Focus: shadda, letter families, open forms and accurate dot placement.
ثَلَاثَةٌ · سَبْعَةٌ · وَلَدٌ · بِنْتٌ · جَدِيدٌ
Focus: sequence length, consonant clusters, word spacing and consistency.
Exact assessment convention: each connected form is read
twice at a measured pace, including final -un, because tanwīn is part of today’s written target.
This is a controlled script exercise, not a claim that every noun always takes ـٌ in real sentences.
Dictation deck · 15 targets
A partner reads the word twice. Write it before revealing the model.
Word 1 of 15
Listen. Hold. Write.
Focus: non-connector break
1 · Write before reveal
Do not spell aloud or show the Arabic target. Allow a brief hold after the second reading.
2 · Compare and mark
Exact
0Repair
0Current round
0/5
0Repair
0Current round
0/5
Round A is ready. Write word 1 before
revealing it.
How to peer mark fairly
- Reveal the same master word to both partners.
- Check letter order and identity before presentation quality.
- Underline the exact position of one mismatch.
- Add only one primary code: L, D, J, M or S.
- The writer repairs and rewrites; the partner does not redraw it for them.
After each round
A single total score cannot show whether the problem is sound mapping, letter identity, joining or handwriting control.
5
Fast feedback games
Spot, explain and repair اِكْتَشِفِ الخَطَأَ وَصَحِّحْهُ
These games rehearse visual comparison and correction language. They support handwriting practice; they do not replace writing by hand.
Game 1 · Exact Match
Choose the fully marked form that exactly matches the sound target.
Eight rounds test dots, sukūn, shadda, long vowels and tanwīn.
Ready when you are.
Game 2 · Repair-Code Detective
Compare the written form with the model and name the primary repair code.
Use L (letter), D (dots), J (join), M (mark) or S (spacing/baseline).
Ready when you are.
6
Specific evidence
Assess readability, not artistic taste قَيِّمِ الوُضُوحَ
Use the rubric on one five-word dictation sample. Use the visible evidence to choose a precise next practice step.
Handwriting evidence rubric
Feature
Secure
Nearly
Repair
Direction and order
Words run right to left; letters stay in sequence.
Words run right to left; letters stay in sequence.
Letter identity and dots
Base forms are recognisable; dot count and position distinguish them.
Base forms are recognisable; dot count and position distinguish them.
Joining and spacing
Permitted joins, non-connector stops and word gaps are clear.
Permitted joins, non-connector stops and word gaps are clear.
Requested diacritics
Marks are present, legible and attached to the intended base letter.
Marks are present, legible and attached to the intended base letter.
Baseline and consistency
Scale and line placement remain readable across the sample.
Scale and line placement remain readable across the sample.
Not yet marked complete.
Alphabet evidence
Record correct-in-position /28 and the first sequence break. If fewer than 20 are correct, use targeted chart support and recheck privately.
Dictation evidence
Record exact /15 plus counts for L, D, J, M and S. Recheck corrected words from sound, not by copying.
Not yet marked complete.
Fluency evidence
Compare two equally accurate samples. Look for easier flow and consistency; do not reward speed that reduces readability.
Progress reflection
Compare today’s writing with Lesson 1. Name one visible improvement and one feature to keep practising.
Heritage-reader extension
Write 4–5 sentences about yourself. For this training task, add full diacritics to every word, then use a second pass to check marks separately from content.
Write four or five sentences, then complete a separate marks check.
Write with a mouse, finger or pen. Handwriting is not recognised or scored automatically.
Complete this task on paper, then return here to check or record your result.
- Underline one non-connector boundary.
- Circle one shadda or sukūn.
- Explain one diacritic choice.
- Then show how the paragraph would normally appear with fewer marks.
✓
Independent evidence
Final writing decisions check تَحَقَّقْ مِنْ كِتَابَتِكَ
Ten questions test the choices underneath accurate handwriting. The paper exit checks what a screen cannot: actual formation and control.
Final quiz · handwriting accuracy
Choose once, read the explanation, then complete the three-word paper exit.
Three-word exit task
- بَابٌ · non-connector break
- بَيْتٌ · sukūn and dot identity
- مُعَلِّمٌ · shadda, kasra and joins
Write the three connected forms from listening before recording your result.
Write with a mouse, finger or pen. Handwriting is not recognised or scored automatically.
Complete this task on paper, then return here to check or record your result.
Ask a partner to read each connected form twice. Record exact /3 plus one primary repair code.
Homework · retrieve before checking: write the 15 dictation
words again without looking at the corrected version. Then reveal the master, mark with L/D/J/M/S, and
rewrite only repaired words once from memory. Aim for all 15 exact by Lesson 11.
Can-do exit ticket
Not yet marked complete.