The document provides marking criteria for evaluating students' reading aloud skills in Primary 3. It assesses pronunciation, fluency, use of tone/pace/volume, and stress/intonation. Higher scores are given for clear pronunciation, fluent expressive reading with appropriate variation, and correct stress/intonation to convey meaning. Lower scores mean more mistakes in pronunciation and reading that is slow, hesitant with little expression or awareness of purpose/audience.

1. Reading Aloud
Primary 3

2. Mark Criteria
6 • Clear and consistently good pronunciation
• Fluent, expressive reading, varying tone, pace and volume as
required
• Appropriate stress and intonation to convey meaning according to the
purpose, audience and context
4/5 • Generally clear pronunciation, with a few errors
• Generally fluent reading with few hesitation, and with some variation
in tone, pace and volume
• Appropriate use of stress and intonation in most instances to convey
meaning according to the purpose, audience and context
2/3 • Clear pronunciation in very few instances
• Slow and hesitant reading with many words skipped or unread and
very little variation in tone, pace and volume
• Inappropriate use of stress and intonation with very little awareness of
the purpose, audience and context
1 • Mispronunciation or skipping of most words
• Very slow and jerky reading of words, syllable by syllable, with no
variation in tone, pace and volume
• Inappropriate use of stress and intonation with no awareness of the
purpose, audience and context

3. Let’s listen and evaluate
together

4. Sue was on her way to the supermarket. She was
running an errand for her mother. She had to buy three
packets of vegetables and a tin of baked beans.
As Sue was walking past a row of shops, she heard a
voice say, “Hello! Hello!”
Sue stopped in her tracks. She looked around her.
Nobody seemed to be saying hello. Thinking that she must
be imagining things, Sue started to walk away. Suddenly, the
same voice cried, “How are you? “How are you?”
This time, Sue looked more carefully. She saw a creature
perched on a rod. “Good morning! Good morning!” the
creature said. Sue laughed. What a talented parrot!

5. Sue was on her way to the supermarket. She was
running an errand for her mother. She had to buy three
packets of vegetables and a tin of baked beans.
As Sue was walking past a row of shops, she heard a
voice say, “Hello! Hello!”
Sue stopped in her tracks. She looked around her.
Nobody seemed to be saying hello. Thinking that she must
be imagining things, Sue started to walk away. Suddenly, the
same voice cried, “How are you? “How are you?”
This time, Sue looked more carefully. She saw a creature
perched on a rod. “Good morning! Good morning!” the
creature said. Sue laughed. What a talented parrot!

6. Stimulus-based
Conversation

7. Mark Descriptors
9 – 10 • Gives personal responses which are developed
• Expresses oneself clearly and with confidence, using a range of
appropriate vocabulary and structures, supported by correct pronunciation
• Interacts well
7 – 8 • Gives personal responses with some development
• Expresses oneself generally clearly, using a range of largely appropriate
vocabulary and structures, supported by mostly correct pronunciation
• Interacts fairly well
5 – 6 • Gives personal responses with little development
• Expresses oneself unclearly at times, with some attempts to use
appropriate vocabulary and structures, with fairly correct pronunciation
• Interacts reasonably well
3 – 4 • Gives a few personal responses with hardly any development
• Expresses oneself a number of hesitations and/ or false starts, often with
inappropriate vocabulary and structures, with poor but comprehensible
pronunciation
• Is able to interact but requires much encouragement
1 – 2 • Gives almost no coherent responses
• Has a number of long and awkward pauses and often gives single word
responses, with pronunciation that impedes communication
• Is unable to interact even with constant encouragement

8. What would you do to
show that you love and
care for your pet?
(a) Look at the picture.
These children love their
pets.
Which pet do you have
or would like to have?

9. Prompts for Stimulus-Based Conversation
(a) Look at the picture. These children love their pets.
• Which pet do you have or would like to have?
• What would you do to show that you love and care for your pet?
There are some people who do not want their pets after some time. They
get rid of their pets by abandoning them.
• What could happen to pets that are abandoned?
• How do you feel about people who abandon their pets?
People must understand that when they have pets, they have to be
responsible pet owners.
‘A Pet is for Life’. What do you think this means?

10. Look at the picture.
These are special days for us to remember special people.
Which of these special days do you celebrate and how do you celebrate
them?

11. Look at the picture. These are special days for us to remember special
people.
Which of these special days do you celebrate and how do you celebrate
them?
There are many other people besides parents, teachers and nurses who
are special.
Who are the special people in your life and how do you show them that
you appreciate them?
Mothers’ Day, Fathers’ Day and Teachers’ Day allow you to show your
appreciation to important people in your life on a special day, for the
good things they do for you.
Should you be thankful only on that special day or do you think you
should remember to be thankful every day? Why?

12. Look at the picture.
These fruits can be found in Singapore and many other countries in Asia.
Which of these fruits do you like to eat and why do you prefer them?

13. Look at the picture. These fruits can be found in
Singapore and many other countries in Asia.
Which of these fruits do you like to eat and why do
you prefer them?
Doctors, nurses, teachers and parents often tell people to eat
more fruit and vegetables every day.
Why do you think they give this advice?
There are many children who do not like eating vegetables.
Why is this so?
Name the vegetables you like to eat and those you do not
quite like.

14. Peter looked at the time on the clock. The hour
hand was pointing to three. “Oh, no! I must hurry! I
cannot be late!” Peter cried.
Peter grabbed his clothes and rushed into the
toilet. He took a quick shower and got dressed. He
ran to the kitchen and hastily made himself a peanut
butter sandwich. After he had put on his shoes, he
left the house. ”Phew! I think I can reach the tuition
centre in time! Peter said to himself.
When Peter got home after his tuition class, he
was surprised to see his parents glowering at him. It
turned out that in his hurry, he had forgotten to
switch off the kitchen light. The water supply in the
toilet had not been properly turned off as well. Peter
was sorry. He apologised to his parents for wasting
electricity and water.

15. Have you done any of these acts? Would you
take part in the fundraising event?
Why/ Why not?
Why is it important to save
resources?

16. Look at the picture.
Have you done any of these acts?
Would you take part in the fundraising event?
Why/ Why not?
Do you make efforts to save the earth’s resources?
Tell me about it.
Why do you think it is important to save the earth’s
resources?