Riwayat

‘Riwayat’ means story, and when used in our context it refers to true stories – incidents and occurrences of special note – in the history of all our hudat. One might say that history is made up of many many riwayats. These riwayats have been documented over hundreds of years by referenced sources in books of history, especially the history of Islam/Dawat.

The riwayats as presented here (especially for young children of mumineen) open a door towards understanding the maqamaat and shaanaat of awliyaullah – panjentan, imams, dais and hudaat kiraam. The aim of presenting these riwayats is to instill within our children love and respect for our hudaat kiraam, provide them with inspiring role-models, and give them a glimpse of the richness of our history and traditions.
The aim/purpose of the read along riwayat is also to encourage the child to read along and thereby practices reading skills in Dawat ni zabaan.


 

Parent and Teacher Guidelines for using the Riwayat Section

The Riwayat Section provides a doubly important contribution to our children’s upbringing. Firstly, the riwayats presented here open a door towards understanding the maqamaat and shaanaat of our Hudat, Panjantan, Imams, Dais and other Hudat. ‘Riwayat’ means story, and when used in our context it refers to true stories, incidents and occurrences of special note, in the history of all our Hudat. Both independent reading and thinking as well as the study of it together with a teacher and contemplating its meanings and wisdoms will inshaAllah, instill understanding and mohabbat of our revered Hudat. The audio-visual riwayat, with supplemented worksheets and activities can be used in a number of ways. Here are some tips and guidelines which may enable you to use them effectively:

Reading Dawat ni Zaban
  1. If they child does not ‘read’ Dawat ni Zaban yet, play the audio-video. Sit with the child and gently take their finger or a soft pointer and glide under the words as they are read aloud on aloud on the computer, in the first instance.
  2. Play the audio-video again and try and get the child to recite together with the audio.
  3. Mute the audio and you (the teacher) read and encourage the child to read with you or after you
    1. Pause and start the play into small chunks. Repeat the chunks to fluency (with or without the computer audio). This has significant impact in developing language.
    2. Move to the next chunk/page.
    3. Repeat the whole story if you feel it will be beneficial by supporting the child to read, or asking them to re-read.
  4. Look at words you think are significant and discuss and explain meanings to the child. This can be done at different stages of your progress through reading the riwayat depending on what you feel is best.
  5. The audio-visual riwayat can also be used independently by children.
    1. If you feel they can tackle the reading themselves, ask them to read it alone and then discuss the concepts and meanings with you later during a teaching session.
    2. If you have studied a particular riwayat with its reading and meanings and concepts, you can ask the child to review the audio-visual independently as a revision exercise.
  6. Use the print out booklets (as explained) and make a bedtime reading collection.
    1. Sit with the child to tell this story
    2. Encourage the child to read these stories independently
Understanding Content and Meaning
  1. Once you have achieved reading and an initial comprehension stage move towards discussing the key aspects of the riwayat. Provide and overview or revision of the riwayat by re narrating in a less formal way what happened in the riwayat.
    1. What is it about (general concept)
    2. What happened (relate key sequences)
    3. What are they significant/main points to ‘take away’ as benefits from this riwayat.
  2. Discuss all of the above with the child in an encouraging and positive way.
  3. Praise attempts to answer and discuss your questions.
  4. The worksheets included in our upload may help you to frame some of your questions.
  5. Encourage the child to do the worksheets.
    1. Some might be written. Sit with the child if necessary to help them to write.
    2. Some might have flexible usage. You can use them as discussion questions or for writing Dawat ni zaban or both.
    3. Review their worksheets and give praise, and guidance towards corrections as needed.