Peer Review Process

Lesson Overview

Grade: 1–7 (with adaptations for age groups)
Duration: 30 minutes
Class Size: 2 students
Unit: Exploring Narrative Writing (Lesson 8 of 15)
Curriculum Connection: Alberta English Language Arts Program of Studies (2023) – Narrative Writing and Oral Communication strands

---

Alberta Curriculum Alignment

Primary Program of Studies (Grade 1–3):

• Writing

  • 1–3: W3.2: Use feedback to improve writing, beginning with peer and teacher comments.
  • 1–3: W4.1: Develop and organize ideas for narrative writing.

• Oral Language

  • 1–3: R1.4: Participate in conversations, giving and receiving ideas.
  • 1–3: R1.5: Use listening skills to respond appropriately to peers.

Elementary Program of Studies (Grade 4–7):

• Writing

  • 4–7: W3.2: Revise writing using feedback from peers and teacher to improve expression and clarity.
  • 4–7: W4.4: Edit narrative writing for clarity and coherence.

• Oral Language

  • 4–7: R1.4: Use effective communication strategies when collaborating with peers.
  • 4–7: R1.6: Give constructive feedback orally.

---

Learning Objectives (I can Statements)

• I can give constructive feedback on a peer’s narrative draft.
• I can receive feedback on my own narrative and use it to improve my writing.
• I can use a feedback checklist to guide my comments.

---

Success Criteria

• I provide at least two constructive comments to my peer’s narrative draft.
• I listen respectfully to feedback from my peer.
• I use the feedback checklist to help formulate my comments.
• I can explain one way I will revise my story based on feedback.

---

Materials Needed

• Students’ narrative draft copies (printed or digital)
• Feedback checklist (dyslexia-friendly, with visuals/icons)
• Pens or coloured markers
• Audio recorder or voice notes app (optional, for verbal feedback)

---

Lesson Procedure

1. Introduction & Set-Up (5 minutes)

• Briefly explain the purpose of peer review: to grow as writers by sharing helpful ideas.
• Review the “I can…” statements and success criteria.
• Introduce the feedback checklist as a tool to guide their comments. Example prompts:
  • Is the story clear?
  • Do you understand the characters?
  • What part did you like best? Why?
  • How can the story be even better?
• Explain that feedback should be kind, specific, and helpful (constructive).

2. Guided Modelling (5 minutes)

• Using a sample narrative (age-appropriate), model giving two constructive comments aloud using the checklist.
• Demonstrate polite phrasing (e.g., “I really liked how you described the dragon. Maybe you can add more details about what it looks like.”)
• Model receiving feedback and saying “Thank you, I will think about that!”

3. Peer Review Session (15 minutes)

• Pair up the two students.
• Each student reads their narrative draft aloud or silently (depending on reading level or dyslexia needs).
• Students exchange drafts and use the feedback checklist to provide at least two constructive comments:
  • Option A (Written): Use pens to write comments on the draft or a separate feedback sheet.
  • Option B (Verbal): Discuss comments face-to-face or record voice feedback (for dyslexia-friendly option).
• Teacher circulates, supporting and prompting as needed; encourage positive, specific feedback.

4. Reflection and Wrap-Up (5 minutes)

• Each student shares one constructive comment they received that they will use to revise their draft.
• Encourage students to explain why that comment is helpful.
• Reinforce the value of feedback in becoming better writers.

---

Differentiation Strategies

Learner Need	Strategy
Struggling writers	Provide sentence starters for feedback (e.g., “I liked…”, “Maybe you could…”)
Dyslexic learners	Allow oral peer feedback or voice notes; use dyslexia-friendly fonts and colour-coded checklists
English Language Learners	Use visuals/icons on the checklist; pair with proficient peer for modelling
Younger students (Grade 1–3)	Focus on simpler feedback (e.g., story parts they liked and one thing to add)
Visual or auditory learners	Provide options for written or verbal feedback

---

Extension Activity

• Revision Time: After the peer review, encourage students to revise their drafts incorporating the feedback.
• Challenge more advanced students to rewrite one paragraph applying the suggestions and highlight improvements.
• Optionally, students can swap drafts again for a follow-up quick check.

---

Assessment

• Observe students’ ability to give and receive feedback constructively during peer review.
• Collect feedback checklists or notes as evidence of understanding.
• Evaluate student reflections on how feedback will improve their narrative.

---

Tips for Teachers

• Maintain a respectful, positive classroom climate where feedback is seen as supportive.
• Use "I" statements and model empathy in communication regularly.
• Encourage students to focus on story elements appropriate to their grade level (e.g., setting and characters for younger; plot and dialogue for older).
• Use break times or asynchronous sessions to allow verbal feedback recordings if audio use is possible.

---

By building these peer review skills early, students not only improve their narratives but develop confidence in communication, critical thinking, and collaboration in alignment with Alberta’s ELA foundational goals.