| Readability Level | Sentence | Book | Author | |
|---|---|---|---|---|
| 7-zay | آدابُ الخُروجِ مِنَ المَنْزِلِ | Grade 4 Islamic Studies | # | |
|
Source: Emarati Curriculum
Domain: Arts & Humanities
Text Class: Foundational Text
Reader Class: Emerging Reader
|
||||
| 7-zay | آدابُ المَنْزِلِ | Grade 4 Islamic Studies | # | |
|
Source: Emarati Curriculum
Domain: Arts & Humanities
Text Class: Foundational Text
Reader Class: Emerging Reader
|
||||
| 5-ha | الاسْتِئْذانُ | Grade 4 Islamic Studies | # | |
|
Source: Emarati Curriculum
Domain: Arts & Humanities
Text Class: Foundational Text
Reader Class: Emerging Reader
|
||||
| 7-zay | أَسْتَأْذِنُ مِنْ والِدَيَّ قَبْلَ الخُروجِ مِنَ المَنْزِلِ | Grade 4 Islamic Studies | # | |
|
Source: Emarati Curriculum
Domain: Arts & Humanities
Text Class: Foundational Text
Reader Class: Emerging Reader
|
||||
| 7-zay | أَقولُ بِسْمِ الله ِ، وَأَدْخُلُ بِرِجْلي اليُمْنَى | Grade 4 Islamic Studies | # | |
|
Source: Emarati Curriculum
Domain: Arts & Humanities
Text Class: Foundational Text
Reader Class: Emerging Reader
|
||||
| 4-dal | أُسَلِّمُ عَلَى أَهْلي | Grade 4 Islamic Studies | # | |
|
Source: Emarati Curriculum
Domain: Arts & Humanities
Text Class: Foundational Text
Reader Class: Emerging Reader
|
||||
| 7-zay | أَدْعو بِدُعاءِ دُخولِ المَنْزِلِ | Grade 4 Islamic Studies | # | |
|
Source: Emarati Curriculum
Domain: Arts & Humanities
Text Class: Foundational Text
Reader Class: Emerging Reader
|
||||
| 10-ya | أُلْقي السَّلامَ عَلى مَنْ في البَيْتِ | Grade 4 Islamic Studies | # | |
|
Source: Emarati Curriculum
Domain: Arts & Humanities
Text Class: Foundational Text
Reader Class: Emerging Reader
|
||||
| 7-zay | أَدْعو بِدُعاءِ الخُروجِ مِنَ المَنْزِلِ | Grade 4 Islamic Studies | # | |
|
Source: Emarati Curriculum
Domain: Arts & Humanities
Text Class: Foundational Text
Reader Class: Emerging Reader
|
||||
| 6-waw | وَلجنا: أيْ دَخَلّْنا. | Grade 4 Islamic Studies | # | |
|
Source: Emarati Curriculum
Domain: Arts & Humanities
Text Class: Foundational Text
Reader Class: Emerging Reader
|
||||
The data presented does not necessarily reflect the views or positions of the research team or the institutions sponsoring the project.