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
|RI.9-10: Integration of Knowledge and Ideas|
|RI.9-10.8||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.|
|W.9-10: Text Types and Purposes|
|W.9-10.1||Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.|
|Production and Distribution of Writing|
|W.9-10.4||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.)|
|W.9-10.5||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.|