Kaitlyn Is Beginning a Social Studies Unit on Ancient Egypt

Kaitlyn is beginning a social studies unit on ancient Egypt with her sixth graders. Although most of her students are reading at grade level, she knows that they will have difficulty with the vocabulary such as:
$\begin{array}{ll} \text {Ankh }&\text { mummy} \\\text {Obelisk} & \text {papyrus }\\\text {Pharaoh} &\text { pyramid} \\\text {Sarcophagus} &\text { scarab} \\\text {Sphinx }& \text {temple} \\\text {Tomb }&\text { Red Sea} \\\text {Sahara Desert} & \text {silt}\end{array}$

Which of the following vocabulary strategies might be used to increase Kaitlyn's students' in-depth vocabulary knowledge while reading their social studies text?

A) Create a Think Sheet as a classroom activity.
B) Have the class look up each word in the dictionary, write the definition, and use it in a sentence.
C) Use the self-selection strategy and have students identify the words they don't know as they read.
D) Use a word sort to identify words by categories.