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Who Wants to Dance?

A young family takes a joyous and colorful walk through their neighborhood and celebrate the everyday things in life.

Photo of Laura Hancock

Written by

Tapping in my green shoes. 

Stomping in my blue shoes. 

Twirling in my red shoes. 

Marching out the door. 

 

“Who sees a yellow flower?” whispers Momma. 

Me! I do! Me! 

Flitter-twitter yellow flower.

Sway-play yellow flower.

So we danced the yellow flower dance. 

 

“Who sees an orange butterfly?” asks sister. 

Where? There! I do!

Flitter-flutter orange butterfly.

Swish-swoosh orange butterfly.

So we danced the orange butterfly dance.  

Then we marched some more.

 

“Who sees a brown stick? shouts brother. 

Me! Me! I do. 

He bangs the brown stick on a wall. 

Thud! Clud! Click! CRACK!

So we danced the broken brown stick dance. 

Then we marched some more. 

 

“Look, pink gum,” yells baby. 

“Don’t touch the pink gum baby!” everyone screams. 

No one danced for the pink gum. 

 

“Who sees a big purple bus?” squeals sister. 

Me! I do! Me too!

Vroom-Zoom the big purple bus stops at the stop sign.

Wheesh-Whoosh the big purple bus picks up all the people.

We danced to celebrate the big purple bus. 

 

“Who sees a rainbow puddle?” asks Momma.

Where? Down there! Me!

Sparkle and ripple rainbow puddle.

We danced the rainbow puddle dance.

Then we marched some more.

 

“Who sees the bronze statue?” shouts brother.

Tall and grand the bronze statue stands.

We’re marching and strutting to brotherly love.

We danced, happy to be free.

 

We have places to walk to. 

Lots of places to see, and dances to dance. 

But right now, it’s time for Momma and me. 

 

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

The book aims to entertain and engage families and caregivers in a fun celebratory interaction with their neighborhood sights during a walk. It also hopes to inspire families, educators, and caregivers to explore their local areas and create their own joyous walks.

Share your suggested book title

Who Wants to Dance?

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).

Tapping in my green shoes. Stomping in my blue shoes. Twirling in my red shoes. Marching out the door. “Who sees a yellow flower?” whispers Momma. Me! I do! Me! Flitter-twitter yellow flower. Sway-play yellow flower. So we danced the yellow flower dance. “Who sees an orange butterfly?” asks sister. Where? There! I do! Flitter-flutter orange butterfly. Swish-swoosh orange butterfly. So we danced the orange butterfly dance. Then we marched some more. “Who sees a brown stick? shouts brother. Me! Me! I do. He bangs the brown stick on a wall. Thud! Clud! Click! CRACK! So we danced the broken brown stick dance. Then we marched some more. “Look, pink gum,” yells baby. “Don’t touch the pink gum baby!” everyone screams. No one danced for the pink gum. “Who sees a big purple bus?” squeals sister. Me! I do! Me too! Vroom-Zoom the big purple bus stops at the stop sign. Wheesh-Whoosh the big purple bus picks up all the people. We danced to celebrate the big purple bus. “Who sees a rainbow puddle?” asks Momma. Where? Down there! Me! Sparkle and ripple rainbow puddle. We danced the rainbow puddle dance. Then we marched some more. “Who sees the bronze statue?” shouts brother. Tall and grand the bronze statue stands. We’re marching and strutting to brotherly love. We danced, happy to be free. We have places to walk to. Lots of places to see, and dances to dance. But right now, it’s time for Momma and me.

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

This book shows families one way to interact, bond and spend time with each other through a walk in the outside world. It also will build their child's knowledge with fun and joyful celebratory interactions with everyday things in nature and in the community, and with parents and siblings. The text shows that parents, families or caregivers do not need a lot of money to engage their children in experiences that will nurture them and support their learning. The text in mindful of the time parents and sibling spend together is important to the development of the growing child and the cohesiveness of the family structure. The text uses mainly tier one vocabulary words such as color words, high-frequency words, and sentence repetition to stimulate their brain and vocabulary development with the talk and play around the words and experiences in this book.

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

Although I haven't been to Philadelphia, I lived in Pittsburgh in the late '70s as a child when the Steelers and Pirates were huge, and there was a blizzard. It was fun for a kid because of the sports and music at school, building snow forts, and receiving so many Clark bars on Halloween that we had to freeze them.

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

Because the family go on a walk through their neighborhood and celebrate nature and city/urban things, such as a bus and a statue, the reader will see themselves in this text and inspire them to explore their community in a joyous interaction and create bonds as the family does in this story. While the text is for 0-3 year old, I also indirectly wrote about brotherly love and freedom symbols of Philidelphia, "We marched and strutted to brotherly love. We danced, happy to be free." to engage families in conversations around deeper issues or shades of meaning, and in the hopes, the book grows with a child.

Location: Country

USA

Location: State or Department

FL

Location: City

Orlando

Website URL (optional question)

Literacy Junkie https://www.literacyjunkie.com/

Tell us more about you / your team

Currently, I'm an Assistant Professor of Education at The University of The Bahamas. Previous to this position, I was a Reading Invention teacher and coordinator in urban and suburban K-12 schools, as well as a 1st, 2nd and 3rd-grade teacher in an urban area in San Diego, California. My husband and I live in Orlando, FL with our Border Collie Jack, our rescued Tabby cat Betty, and Bam Bam, a little Pomeranian-Chihuahua mix.

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

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

  • Yes

If yes, please list titles and publications.

Curriculum such as Global Book Bags resources for students to take home to develop global competencies, practice literacy skills, and engage parents/guardians in learning activities. Which can be found here: https://cgep.sdsu.edu/resources/global_bookbags.html Professional Learning Guide modules and PowerPoint Slides for eductor texts and Literacy Training Modules

Do you have an agent?

  • No

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

  • Someone in my network (word of mouth)

What best describes you? (optional question)

  • I am/we are a formal part of a University or Research Institution

21 comments

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Photo of Robyn Campbell
Team

Nice job. I have one about dancing too. Best of luck.

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