After providing explicit instruction in annotation to sixth-grade students, a teacher can best use which of the following strategies to support learning?

While writing workshops and peer review encourage collaboration and feedback among students, they do not specifically focus on the skill of annotation. This strategy may benefit overall writing skills but lacks the targeted support necessary for mastering annotation techniques.

Assessing spelling levels is an important aspect of writing instruction, but it does not directly relate to teaching annotation skills. This strategy focuses on spelling proficiency rather than the comprehension and analytical skills that annotation requires, making it less effective in this context.

A KWL chart (Know, Want to know, Learned) is useful for activating prior knowledge and organizing learning objectives, but it does not specifically address the annotation process. While it promotes engagement and comprehension, it lacks the practical support needed for students to develop annotation skills effectively.