Peer review is widely recognized for advancing student learning, in particular for developing reflective processes like critical think- ing. The classroom is ripe for peer review because the subject matter is fresh and in-depth interactivity is possible. Yet the lim- ited time available in class conflicts with peer review's delib- erative nature. We hypothesize that peer review - at least the ini- tial stages of it - can be supported in the classroom with tools for facilitating the rapid identification of interesting issues for discus- sion. The potential benefits of such a tool include: furthering the student-focus of in-class active learning activities, further im- planting critical analysis skills through frequent in-class use, sup- porting immediate feedback, and enabling comparison of student and instructor-modeled critical analysis. This paper explores tool support for in-class lightweight prelimi- nary peer-review (LPPR): peer review that is instigated in the classroom, but does not necessarily end there. We proposed that students classify peer solutions in 4 dimensions: correctness, comprehension (e.g., "do I understand this solution"), worthiness for discussion, and similarity to the evaluator's own solution. We designed an LPPR extension to Ubiquitous Presenter, and then conducted an exploratory study in a mock classroom setting. We found that LPPR can quickly identify a subset of student solutions that warrant immediate discussion, and that modest amounts of reflection arise from the LPPR process.