Based on curriculum planning, the main purpose of this study is to investigate and analyze the parallel and horizontal arrangement of teaching alphabet in the books “Quran” and “Farsi” (elementary first grade) with a content analysis method. 90 pages of the book “Farsi” and 70 pages of the book “Quran” are reviewed. With the help of descriptive statistics, 7 lessons of the book “Quran” and 22 lessons of the book “Farsi” were analyzed by applying a methodology named the horizontal parallelization. The names and shapes of the most motions and letters are the same and have a parallel role in teaching the Quranic and Persian alphabet. The results show that the book “Quran” introduces vowels and formally teaches them, on average, respectively, 5.3 and 5.5 weeks after the book “Farsi”, so there is a harmony. Other affairs related to curriculum planning are not in harmony. The book “Farsi” (elementary first grade) introduces the word “Quran” in Figure 6 in the third week of Mehr (October) and introduces the concept “Quran” in lesson 15 in page 78 for the first time; while, the book “Quran” begins to be taught, parallel to the book “Farsi”, on the very first day of Mehr (October). There is no complete harmony between the books “Farsi” and “Quran” (elementary first grade) in terms of the formulation and presentation of content.