Red Group: Turning Four

Our Red Groupers are learning independence and functioning well within their daily routine, in this year they are sharpening their skills and learning to be cooperative and collaborative learners. Reinforcing friendships and growing emotionally.

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Red Group Daily Routine:

Special supports for Red Group children and families:

  • Developing logic and reasoning skills
  • Getting ready for Grade-R

Development and Learning Objectives for the Red Group:

Language, Literacy and Creative Expression

Maths and Scientific Reasoning

Physical, Social and Emotional well-being

  Language, literacy and creative expression

Engages in music, art and dramatic play

1i “Creates own dance moves”

1j Begins to discern between fantasy and reality and engages in increasingly complex imaginary scenarios.

Receptive & Expressive vocabulary development

2j “Understands the unit related vocabulary in context”

Coherent expression of personal ideas, thoughts, feelings

3g. Successfully engages in meaningful multi-exchange conversations with peers and adults

Response to text

4e “Is able to describe events in a story and place them in sequence

Phonological Awareness

5f. Deletes phonemes (say “cat” without the ‘c’ / say a little bit of “running”), identifies common phonemes (do you hear the sound ‘all’ in always? ball? toy?)

Phoneme-Grapheme Correspondence

6b. Associates sounds with a particular mouth movement or gesture (e.g. ‘slithery snake’ for the ‘s’ sound)

Print awareness / concepts

7c. Engages in shared writing activities with adult support

7d. Understands that print runs from left to right and top to bottom on a page (concept of ‘directionality’)

Tracing, transcription and writing

8b. Accurately traces letters on paper / tablet screen

  Maths and Scientific Reasoning


9a.Conceptually subitizes (quickly and accurately estimates the number of objects in a group) up to 3

Verbal and object counting

10d. Verbal and object counting

10e. Keeps one-to-one correspondence between counting words and objects (can answer a “how many?” question); “corresponder”


15. Classification and Patterning

16. Planning

17. Hypothesis Formation

Numeral recognition, depiction and quantity correspondence (cardinality)

11c. Numeral depiction from 1 to 10

11d. Numeral recognition from 10 to 20

Relative Magnitude and Measurement

12c. Indicates relative length of two objects (longer, shorter)

12d. Indicates relative magnitude of two quantities

Shape recognition and manipulation

13d. Manipulates shapes to form composite pictures such as houses and animals

Position, Direction, Orientation, and Time

14d. Creates a model or representation of the objects within a space

14e. Understands notion of past and can differentiate between yesterday and today

14f. Capable of responding to rough scheduling such as “come back and ask me again in ten minutes”

Classification and Repeat Patterning

15c. Groups objects based on independently identified characteristics (e.g. number of sides)


16c. Explains reasons for changes in plan during morning free choice activities or reflection during morning circle

Hypothesis formation

17d. Independently creates hypotheses for causes of observed phenomena

  pHysical and social emotional wellbeing


18i. Describes emotional and other consequences of negative behaviors and coping mechanisms for negative emotions

18j. Describes motivation behind own actions

Response to expectations

19f. Is capable of following a series of instructions related to a task

Positive sense of self

20c. Displays the beginnings of a sense of identity as a ‘situated self’ influenced by cultural, geographic and familial factors

Persistence in the face of challenges

21d. Takes initiative in seeking out new and challenging tasks and independently tries and number of approaches toward challenges before seeking support