Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us



Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.



Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.



Did You Know?

Your students can save their work with Student Interactives.

More more

HomeClassroom ResourcesLesson Plans

Lesson Plan

Introducing the Venn Diagram in the Kindergarten Classroom

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)


Introducing the Venn Diagram in the Kindergarten Classroom

Grade K
Lesson Plan Type Standard Lesson
Estimated Time Three 30-minute sessions
Lesson Author

Devon Hamner

Devon Hamner

Grand Island, Nebraska


National Council of Teachers of English



Featured Resources

From Theory to Practice



The Venn diagram in kindergarten? Yes! Venn diagrams can be used effectively by our youngest students. The trick is to make them user-friendly, hands-on, and developmentally appropriate as a tool even kindergarten students can use with ease. Guide students toward an understanding of the Venn diagram by letting them physically manipulate hoola hoops. Begin with two hoops and two colors of blass, with one ball containing both colors. With the hoops side by side, have students to help you sort the balls, with one color in each hoop. Allow students to problem-solve to figure out what to do with the bi-colored ball, prompting them by physically overlapping the hoola hoops if needed. help students label the Venn diagram using index cards, and explore other ways it can be used. In other sessions, students can sort shapes, animals, and other objects.

back to top



Interactive Venn Diagram: Use this online tool during prewriting to organize ideas for a compare and contrast essay.

back to top



As Phyllis and David Whitin tell us in their Math is Language Too, "Writing and talking are ways that learners can make their mathematical thinking visible. Both writing and talking are tools for collaboration, discovery, and reflection. For instance, talking is fluid; it allows for a quick interchange of ideas; learners can modify, elaborate and generate ideas in a free-wheeling manner. Talking also allows for the quick brainstorming of many possible ideas, thereby giving the group many directions to consider. It is this ‘rough-draft' talk that allows peers and teachers a window into each other's thinking" (2). As they sort objects into unions and sets in this lesson plan, students make their thinking visible through similar "rough-draft" talk. By thinking aloud about their choices in this lesson, students are invited to be storytellers as they explore the connections between mathematics and language.

Further Reading

Whitin, Phyllis, and David Whitin. 2000. Math Is Language Too: Talking and Writing in the Mathematics Classroom. Urbana, IL: NCTE.

Read more about this resource

back to top