Pashto letters, positional forms, right-to-left direction, joining behavior, and handwritten and printed shapes.
Follow Pashto text from right to left, locate the start and end of a line, and place letters along the writing baseline.
Recognize ب in its isolated, initial, medial, and final forms: ب، بـ، ـبـ، ـب. Use it to see how joining letters change shape in print and handwriting.
Distinguish پ، ت، ټ، and ث by their dot patterns and associate them with their usual sounds. Recognize their isolated, joined, printed, and handwritten forms.
Recognize ج، ځ، چ، څ، ح، and خ through their shared base shape and different marks. Compare their isolated, connected, printed, and handwritten forms.
Recognize ا، د، ډ، and ذ and associate them with their usual sounds. Apply the rule that these letters connect to the preceding letter but not to the following one.
Distinguish ر، ړ، ز، ژ، and ږ by their dots and added marks. Recognize their printed and handwritten shapes and their non-joining behavior.
Recognize س، ش، and ښ from their shared toothed shape and contrasting marks. Identify their connected forms in print and handwriting.
Distinguish ص، ض، ط، and ظ and associate each letter with its usual sound. Recognize their isolated, initial, medial, final, and handwritten shapes.
Recognize the paired shapes ع and غ and the related rounded forms ف and ق. Compare their dot patterns, positional forms, and common handwritten shapes.
Distinguish ک، ګ، and ل in isolated and connected positions. Compare the added mark on ګ and the tall printed and handwritten forms of ک and ل.
Recognize م، ن، and ڼ in all joining positions and associate them with their usual sounds. Distinguish the dot and added mark used with ن and ڼ.
Distinguish the rounded shapes و، ه، and ۀ, especially at the ends of words. Compare their sounds, joining behavior, and printed and handwritten forms.
Distinguish ي، ې، ی، ۍ، and ئ by their dots, tails, and hamza. Recognize which forms occur inside words or at word endings and compare their printed and handwritten shapes.
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