Addressing Reader's Needs Thru Peer Review
1 Getting Started
Objective: Create text to use during peer review.
- Choose a question from the Learning Network: Teaching & Learning with the New York Times "183 Questions for Writing or Discussion" and write a response.
- Compose written response in Google Drive on Google Docs to share with peer response group.
2 Direct Instruction
Objective: Model peer review with helpful and not so helpful feedback.
- Show YouTube Video on Peer Assessment (1:40).
- Share Chart
- Model giving feedback on student writing--use a piece of student writing from a previous year or write a sample text to use for this activity.
- Display Helpful/Not Helpful Feedback Chart by either writing on board or chart paper.
- Display text with LCD projector from Google Drive. Use comment tool to ask questions or write comments for all to see.
- Note: If you have never done a Think Aloud before review the procedure using this resource Modeling Think Aloud.
- Take Notes on Helpful/Not Helpful Feedback.
3 Guided Practice
Objective: Students practice giving feedback on a sample text (whole class activity).
- Teacher displays his/her writing from the introductory activity sharing it with the whole class.
- Students make comments or ask questions as modeled using Google Drive.
- Commenting and questioning displayed with LCD projector for all to see in real time.
- Note: If questions are too general, conduct class discussion on why general questions are not helpful to the writer.
- Comment on writing using Google Drive/Docs.
4 Independent Practice
Objective: Students demonstrate their understanding of giving helpful feedback to writer.
Note: Alternative to using technology for peer to peer feedback How to Use Sticky Note Feedback.
- Share a copy of your text with each person in your Peer Response Group (electronic or physical copy.)
- Read your paper out loud to Peer Response Group.
- Responders write on Post-Its or Google Drive/Doc Comment: asking questions, asking for clarification, asking for more information, and stating what is working and why its is working.
- Writer reviews comments and writes a response to the comments on the back of the Post-It (or they may use Google Drive/Doc to add their response.)
- Use peer review comments and writer's responses to revise essay for clarity and coherence.
Objective: Evaluate writing using a custom made rubric.
- Using a custom made rubric evaluate the features of your essay.
- Where might you be able to improve? (Use your results from evaluating using a rubric to help you respond to this question.)
Objective; Students publish their writing to a blog for authentic writing experience.
- Post finished opinion piece to Edublog (with teacher approval.)
Key Standards Supported
Reading Informational Text
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.