Peer review checklist High School

About this printout

This helpful tool will give your students the opportunity to edit their own writing and then observe as their peers edit the same work.

Teaching with this printout

Before you begin, be sure to model and discuss each step of the writing process [prewriting, drafting, revising, editing, and publishing], preferably using a whole-class story or class newsletter article. Please note that the revising stage precedes editing. Student should have already worked through content revisions before reaching the editing step. When they are ready for the editing stage of the writing process, students should edit their writing and then meet with a partner to engage in peer editing. Prior to having students use this tool independently, it is important to model its use. To do this, display sample text on an overhead projector, document camera, or SMART Board so that all students can view it. Model the use of the self-edit column with the displayed text, with you assuming the role of author. Then have a volunteer fill out the peer-edit column so that all students can hear and view the process. Finally, discuss what went well and what could be improved in the editing steps that were modeled.

This tool serves multiple purposes, including:

  • The self-edit step
  • encourages students to evaluate specific features of their writing, increasing self-awareness of writing conventions
  • keeps the pen in the writer’s hand for the initial editing phase
  • The peer-edit step
  • helps build a learning community in which peers work collaboratively
  • heightens the awareness of various print and grammatical conventions for the peer editor and the author

More ideas to try

  • Use a fish-bowl technique to allow the class to view a self- and peer-edit session of two of their classmates. To do this, first choose one student to model the self-editing phase. It is helpful to select a student who has a good understanding of the criteria on the rubric, such as proper grammar and punctuation. That student works through the items in the self-edit column as the other students observe. It is helpful to put the editing checklist on an overhead projector or document camera so all students can see the process. After the self-edit is complete, discuss the process with the students. Next, choose another student to serve as the peer editor for the piece that was just self-edited.  Have the two students sit in the middle of the class so that all students can see and hear them as they work through the peer-editing phase. Afterward, include the entire class in a discussion about the process itself and ways in which the editing session will help the author and peer editor improve on their writing.
  • Have students work in groups of two or three to edit one piece of writing. The interaction between peers will help make the editing process more explicit. While the students are working in groups, move from group to group to check their understanding of the editing process and use of the checklist. Try to notice groups that lack comments in the “Comments and Suggestions” columns and encourage them to use this section to provide feedback to the writer, particularly for criteria that lack a check mark. To guide them, you could ask, “What do you think you could write in the ‘Comments’ section to help the writer fix this error?” Be sure to tell students that if they are unable to mark a check in the “After completing each step, place a check here” column, they must indicate the reason why they cannot check it in the “Comments and Suggestions” column.
  • Regularly review the editing process by using samples of students’ work or your own writing samples. Assess students’ progress of the editing process by creating a simple checklist. List all students’ names down the first column and a row for dates on which the editing checklist was used across the top. Then, as you observe students during the editing process, you can rate their level of effectiveness as an editor by using simple marks, such as:NO = Not Observed [use this for students you did not get to observe on that date]+  = exceeds expectations√  = meets expectations-   = below expectations
    Student Names Date 1 Date 2 Date 3 Date 4
    Student A
    Student B
    If you notice a student who receives a “below expectations” two times in a row, you can have him or her work with a peer who typically scores “above expectations” to model the process for him.
  • If your school uses a team approach for grouping students [a group of students who all share the same content area teachers], consider encouraging other team teachers to use this checklist in their respective content areas. Consistency in the editing process will help students understand that the editing process can apply to all written pieces, regardless of the content area.

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People’s identities are made up of internal and external selves. The external self is what others see; the internal self is what we know to be true about ourselves.In these lessons and activities, students will explore how others see them [their external self], and how they see themselves [their internal self]. They will learn how to symbolizing their internal and external self, using objects, items from their life, and images. The resulting artwork will be an identity box using created by the s

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Grades:

6th - 12th, Higher Education, Adult Education

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CCSS:

W.9-10.1, W.9-10.2a, W.9-10.3, W.9-10.4, CCRA.L.4

Also included in: Peer Pressure Activities Bundle

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Writing Coaching Sheet - Grow and Glow Peer Feedback

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Subjects:

Grades:

6th - 12th, Higher Education, Adult Education, Staff

Types:

CCSS:

W.7.2, W.7.2a, W.7.2b, W.7.2c, W.7.3

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Includes [5] Complete Speeches and the Speaker Self-Assessment: Demonstration Speech [Instructions, Skeleton Outline with Tips, Google Doc Skeleton Outline, Teacher Feedback Rubrics, Peer Feedback Instructions and Rank/Comment Doc]Informative Speech [Instructions, Skeleton Outline with Tips, Google Doc Skeleton Outline, Teacher Feedback Rubrics, Peer Feedback Instructions and Rank/Comment Doc]Persuasive [Sales Pitch] Speech [Instructions, Skeleton Outline with Tips, Google Doc Skeleton Outline,

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Often, you just need a few, key tools to make writing GREAT! We have specifically garnered a few favorite items, and then added some COMPLETELY NEW ONES to help you and YOUR STUDENTS hit the ground running with peer editing. These are useful, re-usable and versatile forms and pages that lay the groundwork for proper editing, discussion and procedure, instill great habits, lower stress, and make YOUR life easier. This is a series of useful pages and handouts the YOU use when you need them, pr

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APUSH LEQ Peer Edit

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In the APUSH classroom, practice makes perfect! With this LEQ Peer Editing sheet, students will participate in assessing LEQs and providing invaluable feedback to their peers on major components [i.e. thesis, supporting data, counterargument, etc.]. This editing document is an effective way to get students to look at their own essays with fresh eyes and implement the suggestions for improvement provided by their peers.

This activity is designed for students who have difficulty verbalizing or understanding why they are upset. Students will answer questions, and put a token for each question next to a label with that person's name or title on it. By going through a series of questions regarding their relationships with classmates, school staff, and family, you may identify what the problem is. Includes: *3 sets of tokens w/ corresponding question number [orange, pink, or blue] *20 Family Questions [+2 blanks]

5 Paragraph Essay Outline and Peer Editing Instructions

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Make the essay writing process easy with this 5 paragraph essay outline template. The graphic organizer can be used for any research, literary, or argumentative essay. Each essay element is separated into a different box and accompanied by a helpful hint so students know what they should write and where. The elements are also in the same order that they should appear in a formal paper, making it easy for students to transition from outlining to editing and publishing their work. Includes both a

Handling Peer Pressure Google Slideshow, Game and Handout

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Even young students feel pressure to break rules and do things for attention and friends. In this product, you will get a Google Slide Presentation with a link to a book about peer pressure, a description of what peer pressure is [explaining it for young children]. You will also get an interactive good versus bad peer pressure slide show game where students will stand up or sit down depending on the type of pressure. They will learn strategies for handling peer pressure. there is a game board, 1

Assess nearly any piece of student writing with this bundled collection of rubrics and peer edits. Covering the essay formats of Argument, Research, Literary Analysis, and Narrative writing, these 8 rubrics and 4 peer edits are tied to a whopping 17 [!] ELA Common Core standards.Each Common Core standard is included in an easy-to-follow scaled format rubric and provided in both short and long-forms [worth 40 points and 90 points, respectively]. The peer edit worksheets provide straightforward gu

Peer Mentor Program

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School Counselor Stephanie

Product Description When a new student arrives, do you have to drop everything for an hour or more to help enroll the student and make their schedule? Well, not anymore! This unique and innovative program will show you how to train your students to be mentors who take the new student on an all day tour while they help them transition to the school on their first day. Meanwhile, you will have the entire day to meet with the newbie in a relaxed, private manner AND you can take your time to make th

A combination of social skills games about the fun parts of Fall! For lunch bunch and peer networks groups. This is an interactive card game for peer groups and classmates in distance, virtual, hybrid learning. It is appropriate for special education students in middle to high school, as well as adults who are in day programs or similar programs.WHAT'S INCLUDED?3 Fall-inspired games: This or That, Would You Rather, and Favorite + Why3 rounds for each gameQuestion and conversation starter prompts

Use this Daily Language Review program to help your students master editing and parts of speech, improve their writing, and increase engagement! Check out the entire 36-week program here.This resource is an excellent supplement to provide continual, spiral reinforcement throughout the year.Check out the preview above to learn how this system of peer teaching works. The video preview refers to the entire 36-week program.This daily language review incorporates peer teaching to address 6th grade Co

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Looking for an engaging peer review activity that teaches students to effectively give and receive helpful, specific peer feedback? The "I Notice, I Like, I Wonder" and "I Like, I Wish, I Wonder" peer feedback strategies have students use peer review sheets and peer feedback sentence stems to share observations, give positive comments, pose questions, and offer reflections on areas for revision and improvement. Students take ownership of the collaborative peer review process as they read and res

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LESSONS FROM THE OCEAN! AVOID PEER PRESSURE! BE SHORE OF YOURSELF! DON'T BE A CRAB! COME OUT OF YOUR SHELL! TAKE TIME TO COAST! MAKE WAVES! SEA LIFE'S BEAUTY! ADAPT TO CHANGING TIDES! Ocean Bulletin Board Letters, Ocean Classroom Décor, Ocean Sayings, Ocean, Sea, End OF Year, Back To School The words read, LESSONS FROM THE OCEAN! AVOID PEER PRESSURE! BE SHORE OF YOURSELF! DON'T BE A CRAB! COME OUT OF YOUR SHELL! TAKE TIME TO COAST! MAKE WAVES! SEA LIFE'S BEAUTY! ADAPT TO CHANGING TI

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