5 4 2 everybody wins TG

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Everybody Wins!

SUMMARY This reader gives information about

the Special Olympics It explains how and

when they were started and the events that

are included It also provides stories of some

of the intellectually disabled athletes who

have competed

LESSON VOCABULARY

abdomen artificial

gait handicapped

therapist wheelchair

I NTR O D U C E TH E BO O K

INTRODUCE THE TITLE AND AUTHOR Discuss with

students the title and author of Everybody

Wins! The Story of Special Olympics Based

on the title, ask students what kind of

infor-mation they think this book will provide Ask

students: Why do you think everybody wins?

What does that mean?

BUILD BACKGROUND Ask students if anyone

knows anything about the Special Olympics

or if anyone knows someone who has

com-peted in the Special Olympics Ask students if

they know what the difference is between the

Special Olympics and the traditional Olympics

Ask: Why is it important for handicapped

peo-ple to be able to compete for medals?

PREVIEW/USE TEXT FEATURES Invite students

to flip through the book, studying the photos,

captions, and heads Ask students whether

they notice anything different about the

sport-ing events in the photos Ask: What types of

emotions do the people in the photos appear

to be experiencing? What do the captions tell

you about what you’re about to read?

Ask students to share home-language

words that relate to the Special Olympics and

intel-lectual and physical handicaps Ask them to look

at the photos and use English words to describe

the emotions on people’s faces or words that

relate to being handicapped (for example,

wheel-chairs or artificial limbs in the photographs)

R E AD TH E BO O K SET PURPOSE Have students set a purpose for reading the story Ask students what they want

to know after viewing the photos, reviewing the vocabulary, and skimming the other text features Record their ideas and ask them to remember their questions as they read

STRATEGY SUPPORT: PREDICT Ask students to

form three columns, labeled Predict, Justify, and Confirm In the first column, they should

write their predictions about the book before reading For example, a student may predict the Special Olympics will get bigger or become more popular They justify that prediction by citing the head Special Olympics Hit Big Time

or the graph on page 8 Then, as they read, they should write down the details in the text that confirm their prediction (When the games started, 1000 people competed; in 2003, more than 6,000 people competed.)

COMPREHENSION QUESTIONS

PAGE 4 Why did Eunice Kennedy Shriver start day camps for people with intellectual

disabili-ties? (Possible response: She had a sister who

was intellectually disabled and she wanted to help other disabled people.)

PAGE 10 How did learning to run and, later, par-ticipating in the Special Olympics make Loretta

Claiborne’s life better? (Possible response: She

started running marathons, She won medals

at the Games, she holds a record, she travels around the world as a spokesperson.)

PAGES 12–14 Support the generalization: Many people who compete in the Special Olympics

overcome obstacles just to get there (Possible

response: Five orphans from Afghanistan com-peted, even though their country was at war;

Luis Canel couldn’t afford a bike, but eventually won medals for bike racing.)

5.4.2

GENERALIZE PREDICT

76 Everybody Wins!

Skill Work

TEACH/REVIEW VOCABULARY

Review vocabulary words with students Read the definitions to the students and ask them

to write down the correct vocabulary word

Encourage students to use the words in a sentence You may even ask them to use all

or some of the words in a short paragraph

TARGET SKILL AND STRATEGY

GENERALIZE Remind students that a generalization is a broad statement or rule that applies to many examples Explain to students that generalizations should be adequately supported by specific facts and logic Elicit from students faulty generaliza-tions about handicapped or intellectually disabled people and ask them to explain why these conclusions are not adequately supported Suggest that, as they read, students write down supported generaliza-tions that they find in the text

PREDICT Remind students that a predic-tion is what you think will happen in a story based on what you have read Encourage students to anticipate what will come next in the story as they read Remind them of your

“building background” conversation, and explain that what they already know can help them in their reading Predicting also helps

to generalize information

ADDITIONAL SKILL INSTRUCTION

AUTHOR’S PURPOSE Ask students to think

about why Cynthia Swain wrote Everybody

Wins! Explain that Swain’s reason for writing

the story is the author’s purpose Remind students that authors often write to

persuade, inform, entertain, or express

R E VI S IT TH E BO O K

READER RESPONSE

1 Responses will vary

2 Answers will vary but may include:

Prediction: They thought they wouldn’t

per-form well Reason for Prediction: They only

had one month to train and their

govern-ment was not supportive of their efforts

3 Possible responses: Hesitant means

Gary is reluctant, unsure of what to make

of the cheering

4 Possible responses: They are happy; they

get a sense of pride from it

EXTEND UNDERSTANDING Discuss the graph on

page 8 with students Ask them: What does

this graph tell you about the growth of the

Special Olympics? How does the graph work?

RESPONSE OPTIONS

WRITING Have students imagine, or

empa-thize with, what it would feel like to be one

of the intellectually disabled athletes from

Afghanistan Then, have them write a letter

to one of the athletes saying how impressed

they are with the athlete’s efforts to get to

the Special Olympics Suggest to students

that they think about what obstacles they

might have overcome and what the motto

“Let me win, but if I cannot win—let me be

brave in the attempt” means

SCIENCE CONNECTION

Have students research

intellectual disabilities and

to find various diseases or

occurrences that can cause them Once they

have identified some causes, have them

pre-pare a short report about what they found

77

Everybody Wins!

© Pearson Education 5

Name

Generalize

A generalization is made after thinking about a number of examples or facts and identifying what

they have in common

Directions Reread the following passage from Everybody Wins! Use the information from the

passage to fill in the graphic organizer

The First International Special Olympics Summer Games were held in Chicago in July 1968

One thousand people who are developmentally challenged came to compete This was the start

of something big

Two years later, another Special Olympics in Chicago attracted more than twice as many athletes

Then, in 1977, the First International Special Olympics Winter Games were held Over 500 athletes competed in skiing and skating events

In 1993, Special Olympics Games went worldwide when the Games were held in Austria

More than 1,600 athletes from more than 50 countries participated

Everybody Wins!

78

Directions Some generalizations are faulty Describe why this generalization is a faulty

generalization

Intellectually disabled people can’t play sports

5.

Generalization

1.

3.

Supporting Facts

4.

2.

© Pearson Education 5

Name

79

Vocabulary

Directions Match the word to the definition Write the word on the line.

Check the Words You Know

abdomen gait therapist

artificial handicapped wheelchair

1 a specialist who provides treatment or healing of an illness or disability

2 people who have a mental or physical disability

3 the section of the body that holds the intestines and stomach; the belly

4 a chair equipped with large wheels for use by a disabled person

5 a particular way of walking, stepping, or running

Directions Write a paragraph that describes how a community can make life easier for a

handicapped person Use at least three of the vocabulary words

Everybody Wins!