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City Noises

A child goes to the city park for a day of fun with a caregiver and hears the city come alive with sounds that they can repeat.

Photo of Shirley Duke

Written by


Let’s go to the park. Ready, set, go!

Jump down the steps. Thump, thump, thump.

Wait for the bus. Kick, kick, kick.

Listen to the birds. Chirp, chirp, chirp.

          What do the birds say?

Here comes the bus. Whooooo. Ooosh! Screeech.

We’re riding on the bus. Rattle, rattle, rattle.  

Now get off the bus. Hop, hop, thud.

Walk to the park. Pitty, pat, pat.

Look at the pigeons. Coo, coo, coo.

          What do the pigeons say?

Cross the street with care. Whiz, whiz, whiz.

The police officer whistles. Tweet, tweet, tweet.

A red fire truck passes. Woo, woo, woo.

          How does the fire truck sound?

That’s called a food truck. Sizzle, sizzle, sizzle.

Let’s buy an apple. Chomp, chomp, chomp.

Here is the playground. Shout, swish, thump.

Fly high in the swing. Whee, whee, whee.

Walk over to the bench. Crunch, crunch, crunch.

          How does the gravel sound?

Here’s your bag for lunch. Rustle, rustle, rustle.

Watch the puppy run. Woof, woof, woof.

          What does the puppy say?

Finish up your sandwich. Yum, yum, yum.

How about an ice cream? Tinkle, tinkle, tinkle.

Hold the cone tightly. Slurp, slurp, drip.

See the lady walk. Tap, tap, tap.

Her phone chimes loudly. Dinga, dinga, dinga.

Listen to the church bells. Clang, clang, clang.

Enter the library quietly. Shhhhhh, shhhhh, shhhh.

Read the books with care. Rustle, rustle, tish.

Back to the bus we go. Tippety, tippety, tap.

Here we are at home. Smack, smack, smack!

          How do my kisses sound?


With art notes:

[Readers: 

The reader will cue the child to repeat each set of sounds after it is read.]


Let’s go to the park. Ready, set, go!             [Cue child to repeat ready, set, go.]

Jump down the steps. Thump, thump, thump.

Wait for the bus. Kick, kick, kick.                       [sitting on bench, legs swinging]

Listen to the birds. Chirp, chirp, chirp.

     What do the birds say?                                [Wait for child to respond]

Here comes the bus. Whooooo. Ooosh! Screeech.

We’re riding on the bus. Rattle, rattle, rattle.

Now get off the bus. Hop, hop, thump.   [jumping down steps holding hands with caregiver]

Walk to the park. Pitty, pat, pat.                                [shoes slapping sidewalk]

Look at the pigeons. Coo, coo, coo.

     What do the pigeons say?

Cross the street with care. Whiz, whiz, whiz.       [cars rushing by]

The police officer whistles. Tweet, tweet, tweet.

A red fire truck passes. Woo, woo, woo. 

     How does the fire truck sound?

That’s called a food truck. Sizzle, sizzle, sizzle.     [frying onions and meat]

Let’s buy an apple. Chomp, chomp, chomp.        [fruit stand]

Here is the playground. Shout, swish, thump.    [children on slides, playing with balls, climbing on jungle gym]

Fly high in the swing. Whee, whee, whee.

Walk over to the bench. Crunch, crunch, crunch. [walking on gravel]

     How does the gravel sound?          

Here’s your bag for lunch. Rustle, rustle, rustle.    [sack lunch]

Watch the puppy run. Woof, woof, woof. [dog loose with leash dangling behind]

     What does the puppy say?

Finish up your sandwich. Yum, yum, yum.

How about an ice cream? Tinkle, tinkle, tinkle.   [ice cream vendor]

Hold the cone tightly. Slurp, slurp, drip.

See the lady walk. Tap, tap, tap.                                [in heels on sidewalk]

Her phone chimes loudly. Dinga, dinga, dinga.

Listen to the church bells. Clang, clang, clang.

Enter the library quietly. Shhhhhh, shhhhh, shhhh.

Read the books with care. Rustle, rustle, rustle. [turning pages]

Back to the bus we go. Tippety, tippety, tap.

Here we are at home. Smack, smack, smack!      [kisses and hugs to child]

     How do my kisses sound?

   

Describe the intended vision for your early childhood book manuscript in 1-2 sentences

A child sees the world through the sounds made in a city. These sounds increase the idea of listening and describing the sounds he or she hears.

Share your suggested book title

City Noises

PLEASE USE THE VERSION OF THIS QUESTION AT THE TOP OF THE SUBMISSION FORM: Share a draft of your manuscript (250 word limit, not including title).

Let’s go to the park. Ready, set, go! Jump down the steps. Thump, thump, thump. Wait for the bus. Kick, kick, kick. Listen to the birds. Chirp, chirp, chirp. Here comes the bus. Whooooo. Ooosh! Screeech. We’re riding on the bus. Rattle, rattle, rattle. Now get off the bus. Hop, hop, thump. Walk to the park. Pitty, pat, pat. Look at the pigeons. Coo, coo, coo. Cross the street with care. Whiz, whiz, whiz. The police officer whistles. Tweet, tweet, tweet. A red fire truck passes. Wheeeern, wheeern, wheern. That’s called a food truck. Sizzle, sizzle, sizzle. Let’s buy an apple. Chomp, chomp, chomp. is the playground. Shout, swish, thump. Fly high in the swing. Whee, whee, whee. Walk over to the bench. Crunch, crunch, crunch. Here’s your bag for lunch. Rustle, rustle, rustle. Watch the puppy run. Woof, woof, woof. Finish up your sandwich. Yum, yum, yum. How about an ice cream? Tinkle, tinkle, tinkle. Hold the cone tightly. Slurp, slurp, drip. See the lady walk. Tap, tap, tap. Her phone chimes loudly. Dinga, dinga, dinga. Listen to the church bells. Clang, clang, clang. Enter the library quietly. Shhhhhh, shhhhh, shhhh Read the books with care. Rustle, rustle, tish. Back to the bus we go. Tippety, tippety, tap. Here we are at home. Smack, smack, smack! [kisses]

How has this book been informed by early childhood language development research and evidence? (response minimum 250 Characters)

This book follows a child's perspective for going to the city park and doing the things a child is interested in doing. It combines rhythm and repetition with things a child might do and see on the park trip and the caregiver interacts with the child on each line.

Please describe any familiarity you may have with Philadelphia and its residents? (optional question)

I have visited the city several times and one of my favorite memories was eating my first cheesesteak there. I've visited the historical sites that tourists often do and saw a baseball game there. Also, the Philadelphia Eagles are strong rivals for my favorite football team!

How have you crafted this manuscript to resonate with and/or reflect the experiences of those living in urban contexts? (optional question)

I hoped to create an awareness of how children view a trip to a city park and make a fun sound to replicate the noises heard there while interacting with the adult.

Location: Country

Jemez Springs, NM, United States of America

Location: State or Department

New Mexico

Location: City

Jemez Springs

Website URL (optional question)

www.shirleysmithduke.com

Tell us more about you / your team

I have been writing for children for almost 20 years. I tried to tap my experiences as a mom with my children at this age and show the value of the sounds around. I focused solely on this manuscript as I was working and have made some edits with the feedback I received.

Provide an example visual identity for a look and feel you might like to achieve. ( (optional question, 3-5 visuals)

https://www.amazon.com/Last-Stop-Market-Street-Matt/dp/0399257748

Multiple Choice - Have you been previously published (online, self-published, and print included)?

  • Yes

If yes, please list titles and publications.

No Bows! Peachtree Publishers Teaching STEM and Common Core Using Mentor Texts Grades 1-5 ABC-Clio 65 educational market books, various publishers

Do you have an agent?

  • No

How did you hear about the Challenge? (optional question)

  • Direct email invitation

What best describes you? (optional question)

  • I am/we are creatives, writers, or artists

21 comments

Join the conversation:

Comment
Photo of Itika Gupta
Team

Hi Shirley Duke  Welcome to the Challenge Community!
This is such a lovely and power packed manuscript of so many different sounds packed up in a city.
How might you evolve your manuscript to introduce new nudges of engagement and interaction for caregivers, to help them with their child’s learning development as they narrate the story? You can find some inspiration in the Final Toolkit and Challenge Resources listed on the challenge page

Photo of Shirley Duke
Team

Thank you so much for your comments. I'll recheck the Challenge Resources and Toolkit right away and edit the manuscript before the Friday deadline!

Photo of Shirley Duke
Team

I'm not sure how to edit to help the caregiver-child interactions and keep the manuscript at the required level. I added a note to the reader to ask the child to repeat the sounds after they were first read but I'm not sure that is what you have asked. Do you have any suggestions as to how to add this?

Photo of Shirley Duke
Team

I made a few changes. There wasn't enough word count to do each action but I included some to help remind readers to cue the child. Thanks for the suggestions.

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