The authors, literacy and language researchers, and teacher educators and their daughters, use narrative inquiry to story the "embodied digital literacy" practices of two girls of color as the girls played "Animal Crossing" online during the COVID-19 pandemic and communicated about their (game)play via text messaging. We conceptually frame the girls enacting of "embodied digital literacies" during their (game)play as the interplay of "cuentos," "pláticas," and "cousins," an intentionally stancetaking that centers minds/bodies/spirits of girls of color. We provide productive implications for teaching, teacher education, and research communities seeking to build with the embodied digital literacies of girls of color as strengths in and out of school contexts.