Foundations of Literacy and Expression · Senior Infants · Becoming Authors · Summer Term

Presenting and Receiving Peer Feedback on Writing

Developing skills in formally presenting written work, providing constructive peer feedback, and revising based on critical analysis and audience response.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle English - Writing
• NCCA: Junior Cycle English - Reviewing and Editing

About This Topic

Presenting and Receiving Peer Feedback on Writing builds essential communication skills for Senior Infants in the Becoming Authors unit. Students share short informational pieces, such as descriptions of animals or daily routines, by reading aloud and explaining their word choices or drawings. Peers listen actively and give specific, kind feedback using sentence starters like "I like how you..." or "What if you added...?" They then revise one part of their work based on these suggestions, experiencing how audience input improves clarity and detail.

This topic aligns with NCCA Foundations of Literacy and Expression by integrating oral language, writing revision, and social interaction. It supports standards in reviewing and editing while developing audience awareness, a key to effective informational writing. Children learn that writing serves readers, which encourages thoughtful choices and resilience in editing.

Active learning benefits this topic through collaborative structures that make feedback feel safe and fun. Pair rotations or talking object circles ensure every child speaks and listens equally. Hands-on revision with colored pencils right after sharing turns abstract advice into visible changes, helping students internalize the process and gain confidence as young authors.

Key Questions

1. How do I effectively present my written work to an audience, explaining my choices and intentions?
2. What are the principles of providing constructive and specific feedback to peers?
3. How do I critically evaluate and integrate feedback to improve my writing?

Learning Objectives

• Explain the purpose of sharing their informational writing with a specific audience.
• Identify two specific, kind comments about a peer's writing using provided sentence starters.
• Revise one sentence or drawing in their own writing based on a peer's suggestion.
• Demonstrate active listening skills during peer sharing by maintaining eye contact and nodding.

Before You Start

Writing Simple Sentences

Why: Students need to be able to form basic sentences to have written work to share and revise.

Identifying Parts of a Story

Why: Understanding basic story elements helps students give more specific feedback on content and clarity.

Key Vocabulary

Audience	The people who will read or listen to your writing. It is important to think about who your audience is when you write and share.
Feedback	Comments or suggestions about your writing that help you make it better. Feedback can be kind and helpful.
Revision	Making changes to your writing to improve it. This can mean adding more details, changing words, or fixing parts that are not clear.
Constructive	Helpful and specific. Constructive feedback tells you what is good about your writing and gives ideas for how to make it even better.

Watch Out for These Misconceptions

Common Misconception

Feedback means only telling what's wrong.

What to Teach Instead

Guide students with 'glow and grow' frames to balance positives and suggestions. Pair practice with scripted examples shows feedback helps everyone improve. Active role-plays build comfort in giving kind input.

Common Misconception

My writing doesn't need changes after feedback.

What to Teach Instead

Model quick revisions during shares to demonstrate small tweaks make big differences. Peer galleries let children vote on before-and-after versions, revealing audience preferences through group discussion.

Common Misconception

Only the teacher gives good feedback.

What to Teach Instead

Use anchor charts of peer examples to validate child input. Rotation activities ensure varied perspectives, helping students see peers as helpful critics in safe, structured settings.

Active Learning Ideas

Pair Share: Feedback Partners

Pair students to share one informational sentence or drawing. Partner gives one like and one suggestion using prompt cards. Switch roles, then each revises their work on mini-whiteboards. Display revisions for class applause.

25 min·Pairs

Circle Time: Group Feedback Rounds

Form a circle with a talking stick. One child presents work; others pass stick to give feedback using 'glow and grow' phrases. Presenter thanks group and notes one change. Rotate until all share.

35 min·Whole Class

Stations Rotation: Revision Workshops

Set three stations: present to partner, receive sticky note feedback, revise at drawing table. Groups rotate every 7 minutes, collecting feedback slips to apply in final piece.

40 min·Small Groups

Role-Play: Author Interviews

Students role-play as authors being interviewed by peer 'reporters.' Answer questions about choices, receive two feedback questions, then edit shared work together.

30 min·Pairs

Real-World Connections

• Authors and journalists share their drafts with editors and publishers who provide feedback to improve the final story before it is printed.
• Architects present their building designs to clients and colleagues. They listen to feedback to make sure the building is safe, functional, and meets the client's needs.

Assessment Ideas

Peer Assessment

After sharing, students use a simple checklist with three items: 'Did my partner share their writing?' 'Did I say one kind thing about their writing?' 'Did I give one idea for improvement?' Students check 'yes' or 'no' for each.

Quick Check

Teacher observes students during the revision stage. Teacher asks individual students: 'What feedback did you receive?' and 'What change did you make based on that feedback?'

Discussion Prompt

Gather students in a circle. Ask: 'What was one helpful thing you heard from a friend about your writing today?' and 'What was one helpful thing you told a friend about their writing?'

Frequently Asked Questions

How do Senior Infants learn to present writing confidently?

Start with familiar topics like family or pets to reduce anxiety. Practice in pairs with timers builds fluency before whole-class shares. Visual aids like pointer sticks and prompt cards guide explanations of choices, gradually increasing audience size for comfort.

What makes peer feedback constructive for young writers?

Teach specific language with posters: 'I like your picture because...' or 'Add more details here.' Model sessions show balanced comments. Feedback forms with smiley faces and stars make it accessible, focusing on one strength and one next step.

How can active learning support peer feedback skills?

Structures like partner switches and feedback stations keep engagement high while practicing repeatedly. Talking objects ensure equity in speaking. Immediate revision tasks connect talk to action, reinforcing skills through play-based collaboration that mirrors real author workshops.

How does revising from feedback improve informational writing?

It teaches audience focus, like adding details peers miss. Track progress with before-after charts. Celebrate changes in a class 'author wall' to show growth, linking revisions to clearer communication in line with NCCA editing standards.