1. Establishing Effective Writing Groups for Peer Revision

2. “We must teach them to respond meaningfully to each other’s paper.” “Though many students do not have the skills to carefully edit, they do have the ability to help one another revise. “Whole class peer editing is an ineffective strategy.” (Gallagher, 2006) Teachers are doing too much work!

3. Student Gains 1.Chance to revise draft before it’s too late. 2.Increase confidence 3.Practice in reading for revision 4.Expanded idea of audience 5.Enhance communication skills (Flash)

4. Teacher Gains 1.Better Writing 2.High levels of student engagement 3.Less teacher work 4.More student work (Flash)

5. To Ensure Success 1.Modeling 2.Response Guidelines 3.Time 4.Teacher is facilitator 5.Practice (Flash)

6. Finding the Black Ninja Fish

7. Ideas For Before Beginning Groups 1.Spend time working on ideas and reading pieces aloud. 2.Modeling begins here when you as a teacher comment. (Positives!) 3.Allow students to comment on teacher samples. 4.Compare good vs. bad examples

8. How to set up groups? 1.Start Small 2.Be Random (Sign-up?) 3.3-4 Students 4.Don’t assess student drafts. 5.Writers don’t need to take all feedback. (Caprino, 2014)

9. 6. Own papers vs. others’ papers 7. Expectations: Start with positives # 8. MODEL...model...model

10. Suggestions-Model http://www.readwritethink.org/classroom-resources/lesson-plans/peer-review-narrative-122.html

11. One day I went to the zoo. I bought a ticket and went inside. I saw some neat animals. I saw monkeys and zebras. My favorite was the white tiger. It was as white as snow. After a while I got extremely hungry so I bought a hot dog and a coke. It was a fun day.

12. Likes, Questions, Suggestions Praise, Question, Polish +- ?

13. Other activities... 1.Papers on a Desk (Cady, 2013) 2.I heard, I noticed, I wonder (Cady, 2013) 3.“I Like” conversations (Gallagher, 146) 4.Golden Line Exchange (Gallagher, 147)

14. Sources Cady, P. (2013). Peer Review Activities. Washington State University. Retrieved July 1, 2015 from http://libarts.wsu.edu/english/composition/Peer%20Review%20Activities.pdf http://libarts.wsu.edu/english/composition/Peer%20Review%20Activities.pdf Caprion, K. (2014). The Why and How of Writing Groups. Literacy Daily. Retrieved June 30,2015 from http://www.reading.org/literacy-daily/classroom/post/engage/2014/06/10/the-why-and-how-of-writing-groups http://www.reading.org/literacy-daily/classroom/post/engage/2014/06/10/the-why-and-how-of-writing-groups Flash, P. (2015). Creating Effective Peer Response Workshops. Teaching with Writing: Center for Writing. Retrieved June 30, 2015 from http://writing.umn.edu/tww/responding/peerworkshop.html http://writing.umn.edu/tww/responding/peerworkshop.html Franklin, J. (2005). Finding the Black Ninja Fish: Revision and Writing Groups in the First Grade. National Writing Project. Retrieved from http://www.nwp.org/cs/public/print/resource/2185 http://www.nwp.org/cs/public/print/resource/2185 Gardner, T. (n.d.) Peer Review: Narrative. Readwritethink. Retrieved July 1, 2015 http://www.readwritethink.org/classroom-resources/lesson-plans/peer-review-narrative-122.html http://www.readwritethink.org/classroom-resources/lesson-plans/peer-review-narrative-122.html Gallagher, K. (2006). Teaching Adolescent Writers. Portland, ME: Stenhouse Publishers

15. Comment Card I liked…. I can use/modify…. Questions/Suggestions