Chapter 1: Notice Your Sleep

Chapter Introduction

This chapter is for a grown-up to read aloud with a child, especially before bedtime if you like. Many first graders can read some words. Take your time. The Cat is in no hurry.

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You are a first grader.

You are bigger than you were in kindergarten.

You sleep differently than you did then. Maybe a little longer. Maybe a little less. Maybe you have new dreams. Maybe you have new bedtime habits.

Hi. I am the Cat.

You may remember me from Kindergarten.

I taught you about sleep. About sleep being busy work for your body and brain. About bedtime routines. About bad dreams. About telling a trusted grown-up.

I am still the Cat. I still teach about sleep.

This year, in first grade, we are going to notice.

Notice your tired feeling. Notice your bedtime. Notice your dreams. Notice your wake-up. Notice when sleep is hard.

The Cat is glad you are back. The Cat is patient. Let us begin.

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Lesson 1.1: Notice the Tired Feeling

Learning Goals (for the grown-up to know)

By the end of this lesson, the child will:

• Notice the tired feeling earlier and more clearly
• Recognize signs of being tired in their own body
• Understand that bodies need different amounts of sleep
• Know to tell a trusted grown-up when really tired

Key Words

• Notice — to pay attention to something. (G1 skill — the Bear taught at G1 Food.)
• Tired — when your body and brain are ready for sleep. (You learned this at K.)
• Energy — what your body has to do things.
• Bedtime — the time you go to sleep.

Tired Comes With Signals

Your body sends a signal when it is tired. Tired is a signal, the way hungry is a signal.

You learned about signals from the Bear at G1.

Tired can feel like:

• Heavy eyes
• A slow body
• Yawning
• Wanting to lie down
• Less interest in playing
• Maybe grumpy
• Maybe a little less patient with friends or family
• Trouble paying attention
• Wanting to rub your eyes

When you notice tired, your body is telling you: "I need rest. I need sleep soon."

Notice Tired Earlier

In kindergarten, you noticed tired when it was big — when your eyes were heavy and bedtime was right there.

This year, try to notice tired earlier.

Notice the small yawn before bed.

Notice the slow body after dinner.

Notice the grumpy feeling in the late afternoon.

Notice the trouble paying attention in school.

Earlier noticing helps. When you notice tired early, you (and your trusted grown-ups) can do something:

• Slow down
• Have a quiet moment
• Start the bedtime routine
• Take a quick rest
• Eat something
• Drink water
• Go outside for a moment (the Lion would say)
• Just notice it

The Cat thinks noticing tired earlier is one of the best sleep skills a kid can learn.

Different Kids Need Different Sleep

You learned in kindergarten that every kid has their own sleep.

This year, let's notice more about that.

Kids your age — first graders — usually need 9 to 12 hours of sleep a night [1, 2]. That is a big range. Some kids need closer to 9. Some need closer to 12.

How do you know what YOUR body needs?

Notice how you feel in the morning. When you wake up after sleep, are you ready for the day? Or are you still very tired?

If you wake up tired and stay tired, you might need more sleep.

If you wake up ready, you probably have enough.

Different kids:

• Need different amounts
• Fall asleep fast or slowly
• Wake up easily or sleep deep
• Need a quiet room or are fine with sound
• Need light off or need a night-light
• Sleep alone or share a bedroom with a sibling

All of these are normal. Your sleep is your own.

When You Are Really Tired — Tell a Grown-Up

Most tired feelings are normal. They get fixed with sleep.

Some tired feelings stay around too long. Or are too big.

When you are really tired and you do not know why — tell a trusted grown-up.

Maybe you have been:

• Sleeping less than usual
• Waking up many times at night
• Having lots of bad dreams
• Sleeping but not feeling rested
• Tired all day even after sleeping

Trusted grown-ups can help. They might:

• Adjust your bedtime
• Help with your bedtime routine
• Talk to your doctor if needed
• Look at what is making sleep hard

You do not have to handle really-tired alone. Same rule as kindergarten.

Lesson Check (for grown-up and child to talk about)

1. What are three signals of tired?
2. Why is it good to notice tired earlier?
3. About how many hours of sleep do most first graders need?
4. What do you do if you are really tired and you don't know why?

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Lesson 1.2: Notice Bedtime and Dreams

Learning Goals

By the end of this lesson, the child will:

• Notice their bedtime routine and what helps
• Notice dreams (when they remember them)
• Recognize bad dreams as normal and trusted-grown-up-okay
• Understand that screens at night make sleep harder

Key Words

• Bedtime routine — the things you do before sleep, usually in the same order. (You learned this at K.)
• Dream — pictures and stories your brain makes while you sleep. (K.)
• Bad dream — a dream that feels scary. (K.)
• Screen — a phone, tablet, TV, or computer.

Notice Your Bedtime Routine

Many families have bedtime routines. The Cat taught about this in kindergarten.

This year, notice yours.

What do you do before bed? In what order?

A common bedtime routine:

1. Brush teeth
2. Put on pajamas
3. Wash face
4. Use the bathroom
5. Read a book with a trusted grown-up
6. Talk about the day
7. Goodnight hug or kiss
8. Get into bed
9. Lights off (maybe a small night-light)
10. One slow breath
11. Sleep

Your routine might be different. Your family knows what works for you.

Notice what your bedtime routine does for you:

• Slows your body down
• Tells your brain "sleep is coming"
• Gives you time with your grown-up
• Makes you feel safe
• Helps you settle

When something changes the routine (a sleepover, a late night, a special event), sleep might be different. That is normal. The next night, the routine comes back.

Notice Your Dreams

When you sleep, your brain sometimes makes dreams. Pictures. Stories. Sometimes weird ones.

Some dreams you remember in the morning. Most dreams you forget.

This year, when you remember a dream, notice it.

Was it happy? Strange? Funny? Confusing? Scary?

You can tell a trusted grown-up about your dream if you want. Many kids love sharing dreams over breakfast.

Some dreams stay with you all day. That is okay. Sharing them helps.

Bad Dreams Are Normal

Sometimes you have a bad dream. A scary one.

Bad dreams are normal. Almost everyone has them — kids and grown-ups.

If you have a bad dream:

• It is okay to be scared
• It is okay to call for a trusted grown-up
• Your grown-up will come
• You can take a slow breath together (the Dolphin's tool)
• You can talk about the dream if you want
• You can ask to stay close while you settle
• The bad dream is just a dream. It is not real.

Some kids have bad dreams from things that happen during the day — a scary movie, a hard conversation, a worry. Some bad dreams come from nothing in particular. All of this is normal.

If bad dreams come a lot, or the same one keeps coming back, or they really scare you — tell a trusted grown-up. They might help by:

• Making the bedroom feel safer (night-light, door open)
• Skipping scary stories or movies near bedtime
• Talking through what is worrying you
• Bringing in a stuffed animal or a calming object
• Talking to a doctor or counselor if the bad dreams stay

You are not alone with bad dreams.

Screens at Night Make Sleep Harder

The Cat and the Rooster work together on this one. (You will meet the Rooster again in first grade soon.)

Screens at night make sleep harder.

Bright screens — phones, tablets, TVs, computers — make your body think it is still day. When your body thinks it is still day, sleep is harder.

Many kids your age:

• Notice they fall asleep faster on no-screen nights
• Notice they sleep deeper without screens close to bedtime
• Notice they wake up more rested

Many families have a no-screens rule before bed. Some say "no screens for an hour before bed." Some say "no screens in the bedroom." Some have other rules.

Your family knows what works. Listen to the rules. The Cat backs them up.

Lesson Check

1. What is one thing in your bedtime routine?
2. Why does the Cat say to notice your bedtime routine?
3. What do you do if you have a bad dream?
4. Why do screens at night make sleep harder?

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Lesson 1.3: Notice When Sleep Is Hard

Learning Goals

By the end of this lesson, the child will:

• Recognize patterns of hard sleep that need a trusted grown-up
• Understand that some sleep changes are normal
• Notice connections between daytime and nighttime
• Repeat the trusted-grown-up routing for hard-sleep situations

Key Words

• Hard sleep — when sleep is not working well.
• Falling asleep — the time between getting in bed and being asleep.
• Waking up in the night — when sleep is interrupted.
• Sleepy — getting close to needing sleep.

Notice When Sleep Gets Hard

Sometimes sleep gets harder.

Maybe one night.

Maybe a few nights in a row.

Maybe a whole week or two.

Hard sleep can look like:

• Trouble falling asleep
• Waking up many times in the night
• Bad dreams almost every night
• Waking up way too early
• Feeling tired even after sleeping
• Being scared at bedtime
• Not wanting to go to bed
• Lying in bed with your brain racing
• Tummy aches or other body feelings at bedtime

This year, notice these things.

If one of them happens once or twice, that is usually fine. Sleep has good nights and not-as-good nights.

If hard sleep keeps happening — for many nights in a row — tell a trusted grown-up.

This is the year you start to notice patterns. Patterns that last are important to tell about.

Daytime Affects Nighttime

The Cat wants you to notice something else.

Your daytime affects your nighttime.

What you do during the day can make sleep easier or harder.

Easier sleep tends to come when you:

• Got outside during the day (the Rooster and the Lion would say)
• Moved your body (the Lion)
• Ate real food at regular times (the Bear)
• Drank water (the Elephant)
• Had a calm wind-down (the Cat)
• Did not have lots of screens close to bedtime
• Felt safe and connected with your grown-ups (the Turtle)

Harder sleep tends to come when you:

• Stayed inside all day
• Sat still for many hours
• Skipped meals or ate at strange times
• Had a hard day with feelings
• Had lots of screens close to bedtime
• Drank caffeine (some sodas, energy drinks, chocolate — many kids your age should skip caffeine)
• Felt worried or unsafe

Notice your day. Notice your night. Notice how they connect.

That is one of the most important sleep skills there is.

When Sleep Is Really Hard

If sleep is really hard for many nights — tell a trusted grown-up.

Your trusted grown-up:

• Will listen
• Will not be mad
• Will help look at your bedtime, your day, what is going on
• Will adjust the routine if needed
• Will talk to a doctor if needed
• May take you to a doctor for a check
• May talk to a counselor if sleep is hard because of feelings

Sleep is one of the easiest things in the world to fix when you ask for help early. And one of the hardest when you do not.

The Cat has been watching kids sleep for a long, long time. The kids who tell their grown-ups about hard sleep usually get better sleep faster than kids who hide it.

A Quick 911 Reminder

You learned in the Bear's G1 chapter that 911 is for real emergencies.

Most sleep things are not emergencies. They are tell-a-trusted-grown-up things.

But — very rarely — something could happen at night that is a real emergency. Someone is hurt. Someone cannot breathe. Someone needs help right away.

For real emergencies, grown-ups call 911. Kids tell grown-ups first if a grown-up is around. If no grown-up is around in a real emergency, a kid can call 911 (with prior teaching).

The Bear introduced this. The Cat just reminds you.

(Most night-time things are tell-a-grown-up things. 911 is for the rare real emergency.)

Lesson Check

1. Name three things that can make sleep hard.
2. Why does the Cat say "your daytime affects your nighttime"?
3. What do you do if sleep is hard for many nights in a row?
4. What is 911 for?

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End-of-Chapter Activity: A Week of Sleep Noticing

The Cat has an activity for you and your trusted grown-up.

For the next week, notice your sleep in small ways.

Each day, pick ONE thing to notice:

Day 1: Notice the tired feeling today. When did it come? What signals did your body send?

Day 2: Notice your bedtime routine tonight. What helps you settle?

Day 3: Notice your dreams tonight. (Or notice if you don't remember any — that's fine.)

Day 4: Notice how you feel in the morning. Rested? Still tired?

Day 5: Notice your daytime today. Outside? Movement? Food? Screens?

Day 6: Notice your nighttime. Easy sleep or hard sleep? Connection to Day 5?

Day 7: Tell a trusted grown-up: "Here is what I noticed about my sleep this week."

That is the whole activity. Seven small noticings.

You do not have to be perfect. Some nights will not match the noticings. That is fine. Sleep is its own kind of mystery. Just notice.

The Cat is patient.

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Vocabulary Review

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Chapter Review (for grown-up and child to talk about)

1. What are three signals of tired?
2. Why does the Cat say to notice tired earlier?
3. About how many hours of sleep do most first graders need?
4. What is your bedtime routine?
5. What do you do if you have a bad dream?
6. Why do screens at night make sleep harder?
7. What does the Cat mean by "your day and your night are connected"?
8. What do you do if sleep is really hard for many nights?

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Instructor's Guide

Important: this Instructor's Guide carries load-bearing parent-education work — pediatric sleep norms parent reference, bedtime-anxiety guidance, sleep-related neurodiversity, screen-time guidance for G1 kids, parent-only crisis resources (988 / Crisis Text Line / SAMHSA / NA Eating Disorders stay parent-only at G1), NEDA non-functionality flag, four K-12 protocol-firewall awareness at parent-only level (same as K), and pre-conversation guidance for the G1 "Notice" theme applied to sleep.

Pacing recommendations

This G1 Sleep chapter is the THIRD chapter of the G1 cycle and the third chapter in the Cat's K-12 spiral (K Sleep was first). Three lessons (G1 transition pattern). Spans six to eight class periods or read-aloud sessions of ~15-25 minutes each. The chapter works especially well as bedtime read-aloud — Cat content is wind-down-friendly.

• Lesson 1.1 (Notice the Tired Feeling): two to three sessions. Tired signals deepened from K. Notice-tired-earlier as G1 skill. Different kids, different sleep amounts (9-12 hours range). Really-tired → tell a trusted grown-up.
• Lesson 1.2 (Notice Bedtime and Dreams): two to three sessions. Bedtime routine noticing. Dreams (normal and bad). Bad-dream response with slow breath cross-walk to Dolphin. Screens at night and sleep.
• Lesson 1.3 (Notice When Sleep Is Hard): two to three sessions. Hard sleep patterns. The "your day and your night are connected" framing introduced — cross-coach awareness for sleep. Trusted-grown-up routing. Light 911 reminder.

Approach to reading

This chapter works wonderfully as a bedtime read-aloud. Cat content is naturally wind-down. Stop on the "tired signals" page and ask your child to notice their own tired right then. Stop on the bedtime-routine page and have your child name their actual routine. Make it concrete.

Lesson check answers (for grown-up reference)

Lesson 1.1

1. Open-ended. Sample three: yawning, heavy eyes, slow body, less interest in playing, grumpy, trouble paying attention, eye rubbing.
2. Earlier noticing means you (and your grown-ups) can do something to help — slow down, start the routine, take a rest. Late noticing means there is less to do.
3. 9-12 hours (large range; individual variation normal).
4. Tell a trusted grown-up.

Lesson 1.2

1. Open-ended. Encourage child to name actual elements.
2. Routines help the body slow down, tell the brain sleep is coming, give grown-up time, and create a safe predictable container.
3. Call for a trusted grown-up. They come. Slow breath together. Talk if wanted. Stay close.
4. Bright screens make the body think it is still day. Body thinks day, sleep is harder.

Lesson 1.3

1. Open-ended. Sample three: trouble falling asleep, waking up many times, bad dreams every night, racing thoughts, scared at bedtime, tummy aches at bedtime, not wanting to go to bed.
2. Sample: stayed inside, lots of screens, skipped meals, caffeine, worried feelings. The chapter lists both helping and harming daytime patterns.
3. Tell a trusted grown-up.
4. Real emergencies — someone hurt, sick, can't breathe, in real danger. Grown-ups call; kids can call if no grown-up around and they have been taught.

Chapter review answer key

1. Sample three from chapter list.
2. Earlier noticing lets you act earlier — slow down, start routine, get the right help.
3. 9-12 hours, with individual variation.
4. Open-ended.
5. Call a trusted grown-up. They come. Slow breath together if helpful.
6. Bright screens trick the body into thinking it is still day.
7. Daytime patterns affect nighttime patterns. Outside, movement, real food, water, family connection support sleep. Lots of screens, sedentary day, caffeine, worry make sleep harder.
8. Tell a trusted grown-up. They can help.

Pediatric Sleep Norms for G1 (Parent Reference)

The American Academy of Sleep Medicine and the American Academy of Pediatrics recommend the following sleep durations:

For G1 (ages 6-7), 9-12 hours is the recommendation. Individual variation is normal — some kids are well-rested at 9 hours, some need closer to 12.

Citations: Paruthi 2016 Journal of Clinical Sleep Medicine AASM consensus [1]; Hirshkowitz 2015 NSF sleep duration recommendations [2].

Pre-Chapter Conversation for Parents

Before reading the chapter together:

• The Cat returns. "Remember the Cat from kindergarten? The Cat taught about sleep. The Cat is back."
• Notice your sleep. "This year the Cat wants you to notice your sleep more. Notice when you feel tired. Notice your bedtime routine. Notice your dreams. Notice what makes sleep easier and harder."
• Tired signals. "Right now, how does your body feel? Tired? Awake? Somewhere in between?"
• Bedtime conversation. "Tonight let's pay attention to our bedtime routine together. What do you usually do before sleep?"

What This Chapter Introduces (kid-facing)

• The G1 "Notice" theme applied to sleep
• Noticing tired signals earlier
• The 9-12 hour pediatric sleep range
• Different kids need different sleep (deepened from K)
• Really-tired → trusted-grown-up
• Bedtime routine noticing (concrete identification)
• Dream noticing and sharing
• Bad dreams normalized with response framework
• Slow-breath cross-walk to Dolphin
• Screens at night make sleep harder
• Hard sleep patterns recognition
• "Your day and your night are connected" framing — cross-coach awareness
• Trusted-grown-up routing absolute
• Light 911 reminder (G1 Food established it; G1 Sleep references lightly)

What This Chapter Does NOT Teach (parent-only awareness)

• REM / NREM technical naming (G4 functional; G6+ technical)
• Melatonin / circadian rhythm / adenosine technical vocabulary (G4/G5 functional/technical)
• Clinical sleep disorders (G5 introduces insomnia as vocabulary; full clinical at G6+)
• The body-clock-shift-later content (G5 territory — appears at the developmental window of pre-adolescence)
• Specific screen-time hour limits in kid-facing body (parent-only)
• Cosleeping / bed-sharing prescriptive content (family choice)
• 988 / Crisis Text Line / SAMHSA / NA Eating Disorders in kid-facing body (parent-only at K-G2)
• Adult sleep optimization protocols (parent-only at K-2)
• Sleep medications or supplements (medical territory; parent-only)
• Pandemic-era topics
• Branded protocols or contemporary popularizers

Bedtime Anxiety, Separation Anxiety, and Sleep Fears at G1 (Parent Guidance)

Many G1 kids still have bedtime fears, separation anxiety at sleep, or sleep transitions. These are developmentally appropriate and usually fade over the next 1-3 years with consistent, calm support.

Common G1 sleep concerns:

• Fear of the dark. Very common. Night-lights, glow-in-the-dark stars, hallway light all reasonable. Fear usually fades over time.
• Separation anxiety at bedtime. Wanting a parent in the room. Many experts recommend gradual fading — sit in room, then doorway, then hallway, over weeks.
• Bad dreams. Occasional bad dreams are normal. Frequent persistent bad dreams (most nights, same themes) may warrant pediatrician conversation — could be linked to stress, transitions, or media exposure.
• Night terrors. Different from bad dreams — child appears awake, screams, doesn't respond, doesn't remember in morning. Distressing for parents; generally not harmful. Talk to pediatrician if frequent.
• Sleepwalking, sleep talking. Common at G1. Generally outgrown. Safety-proof home; talk to pediatrician if frequent.
• Resistance to bedtime. Universal. Predictable routine and calm holding-the-line is the main tool.
• Early waking. Some kids wake at 5 AM. If they get enough total sleep, this is fine.

If your child's sleep patterns concern you, contact your pediatrician.

Sleep-Related Neurodiversity at G1 (Parent Guidance)

Some kids' brains and bodies handle sleep differently:

• Autistic kids may have different sleep patterns, sensory sleep needs (specific bedding, weighted blankets if pediatrician-approved, exact-same-routine requirements), and higher rates of sleep difficulties.
• Kids with ADHD may have difficulty winding down and falling asleep. Steady routines and reduced evening stimulation help.
• Sensory-sensitive kids may need specific textures, sounds, lights, or temperatures.
• Anxious kids may have more bedtime worries. Slow-breath practice helps.

The chapter's "every kid has their own sleep" framing validates these variations.

911 Reminder at G1 (Parent Guidance)

G1 Sleep includes a LIGHT 911 reminder. The framing was load-bearing at G1 Food (the first G1 chapter to introduce 911 in body). Make sure your G1 child knows:

• 911 is for real emergencies
• Tell a trusted grown-up first when a grown-up is around
• Can call directly only in real emergency if no grown-up around AND they have been taught
• Knows your home address

Crisis Resources (988 etc. parent-only at K-G2)

For parents:

• 911 — emergencies. NOW in kid-facing body content at G1 (light reminder in this chapter).
• 988 Suicide & Crisis Lifeline — call or text 988. Parent-only at K-G2. Operational and verified May 2026.
• Crisis Text Line — text HOME to 741741. Parent-only at K-G2.
• SAMHSA National Helpline — 1-800-662-4357. Parent-only at K-G2.
• National Alliance for Eating Disorders — (866) 662-1235. Parent-only at K-G2.

The older NEDA helpline number 1-800-931-2237 is NO LONGER WORKING. Use the National Alliance for Eating Disorders number above instead.

Screen Time at G1 (Parent Reference)

AAP screen-time guidance for school-age kids [3, 6]:

• Consistent limits set by families
• No screens during meals
• No screens in bedrooms at bedtime
• No screens within 60 minutes of bedtime when possible
• Educational content with co-viewing when possible
• Outdoor and unstructured play remain more important than screens
• Avoid background TV
• Model the screen behavior you want your child to learn

For G1 (ages 6-7): family-decided hour limits; the no-screens-before-bed rule is generally supported by sleep research. The chapter teaches no specific hour limit in kid-facing body — family choice with pediatric input.

What Parents Should Know About Adult-Marketed Sleep Practices

Adult sleep practices include melatonin supplements, sleep optimization tracking with wearables, specific sleep protocols, "sleep hacking" routines. None of these are appropriate for G1 kids without pediatrician guidance.

• Melatonin supplements — sometimes used in pediatric sleep practice for specific situations (autism spectrum, certain neurological conditions). Routine melatonin use for typically-developing G1 kids is NOT recommended by pediatric sleep medicine without medical guidance.
• Sleep tracking apps/wearables — adult territory; not appropriate for G1.
• Specific sleep optimization protocols — adult-marketed; not appropriate for kids — predictable routines suited to family are the right framework.

If anyone in your family practices sleep optimization as adults, that is your choice. The Library teaches the K-12 framework only.

Discussion Prompts

1. When did you feel tired today?
2. What is your favorite part of your bedtime routine?
3. Do you remember any dreams lately?
4. What helps you when you have a bad dream?
5. Are screens at bedtime hard for you?
6. What helps you sleep best — outdoor time? Movement? Family time?
7. When was a time you slept really well? What was different?

Common Kid Questions

1. "Why am I more tired some days than others?" — Lots of reasons. What you did that day. How you slept the night before. Whether you ate enough. Whether you felt safe. Bodies are different day to day.

2. "Why do I have bad dreams sometimes?" — Brains process the day at night. Sometimes hard parts of the day come back in dreams. Sometimes nothing makes a clear connection. Bad dreams happen to almost everyone.

3. "What if my friend talks about hard sleep?" — Be a kind friend. Listen. If your friend is really worried, tell a trusted grown-up so the friend can get help.

4. "What if I cannot fall asleep?" — Stay in bed. Take slow breaths. Think of something you love. If a long time passes and you're still awake, call for a trusted grown-up.

5. "Why is the Cat back again?" — Same Coaches every year. Same animals. Slightly more grown-up conversations each year. The Cat will be back in second grade too. And third grade. All the way.

6. "Can I sleep with my pet?" — Family choice. Some families let kids sleep with pets; some don't. Both are fine. Watch for allergies; make sure pet hygiene is good; keep pets out of beds if any health concerns. Your family decides.

7. "What if I share a bedroom with my sibling and they keep me up?" — Talk with a trusted grown-up about how to make the shared room work. Earplugs (with permission), white noise machines, agreed-upon quiet times all can help.

Family Activity Suggestions

• A bedtime routine chart. Make a chart of your G1 kid's bedtime routine with pictures. Hang in bathroom or bedroom.
• A "noticing" dinner conversation. Each family member shares one sleep-noticing from the day — tired moment, dream, bedtime feeling.
• Slow-breath bedtime ritual. Three slow breaths together right after lights off, every night.
• Outdoor afternoon ritual. Build an afternoon outdoor moment into the family routine — supports sleep at night.
• Screen-curfew family agreement. Together, decide a no-screens-before-bed time that fits your family.

Founder Review Notes — Safety-Critical Content Protocol

This chapter is flagged founder_review_required: true because it covers safety-critical content categories:

• Age-appropriate health messaging. FK 1-2 register. No technical sleep vocabulary. No clinical labels.
• Sleep safety (light-touch at K-G2). Bedtime fears and bad dreams normalized with trusted-grown-up routing. Safe-sleep guidance in parent-only Instructor's Guide.
• Body image vigilance. "Every kid's sleep is their own" body-positive framing on sleep diversity.
• Neurodiversity inclusion. Sleep differences across autism, ADHD, sensory needs, anxious kids addressed in parent guidance. Body-content frames "every kid has their own sleep."
• Crisis resources (911 light reminder in body at G1; 988 etc. parent-only at K-G2). NEDA non-functional flag preserved.
• Parent education (load-bearing). This Guide handles pediatric sleep norms, bedtime-anxiety guidance, sleep-related neurodiversity, screen-time guidance, melatonin/sleep-aid guidance, adult-marketed-sleep-practices framing.

Cycle Position Notes

THIRD chapter of the G1 cycle. Third chapter in the Cat's K-12 spiral (K Sleep was first). The G1 cycle continues with Move (Lion), Cold (Penguin), Hot (Camel), Breath (Dolphin), Light (Rooster), and closes with Water (Elephant) — same nine-coach order as K, G3, G4, G5.

Parent Communication Template (send home before reading)

Dear families,

This week our classroom is meeting the Cat again — the third G1 chapter. The chapter is called Notice Your Sleep. Your child met the Cat in kindergarten; this year the Cat deepens that introduction through the G1 "Notice" theme.

The Cat's G1 chapter teaches:

• Noticing tired signals earlier (G1 skill)
• The 9-12 hour pediatric sleep range for first graders
• Bedtime routine noticing
• Dreams and bad dreams normalized with trusted-grown-up routing
• Slow-breath practice for bad dreams (cross-walk to Dolphin)
• Screens at night make sleep harder (cross-walk to Rooster)
• Hard sleep patterns recognition
• "Your day and your night are connected" — cross-coach awareness
• Trusted-grown-up routing for really hard sleep
• Light 911 reminder

The chapter does NOT introduce REM/NREM technical naming, melatonin technical vocabulary, clinical sleep disorder names, specific screen-time hour limits in kid-facing body, or specific sleep-aid protocols. The kid learns "tell a trusted grown-up." Parents handle medical specifics.

988, Crisis Text Line, SAMHSA, and National Alliance for Eating Disorders remain parent-only at G1 (in the K-G2 tier).

At home, you can:

• Read this chapter as a bedtime read-aloud
• Make a bedtime routine chart together
• Try a sleep-noticing week with your child
• Reinforce no-screens-before-bed family rules
• Encourage outdoor afternoon time (supports sleep)

If you have any sleep concerns about your child, please contact your pediatrician.

Thank you for reading the Library with your child.

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Illustration Briefs

Chapter Introduction

• G1 child in evening light with the Cat. Slightly-older child (G1 age) in pajamas on a window seat looking out at a dark sky with stars. A soft warm cat curled on cushion beside them. Thoughtful expression. Mood: peaceful, sleepy, slightly grown-up.

Lesson 1.1

• Tired signals grid. Multi-panel of diverse kids with tired signals — rubbing eyes, yawning, slumping, grumpy, lying on couch, trouble reading. Each labeled. The Cat in center, eyes half-closed. Caption: "Tired has signals. Notice them."
• Noticing tired across a day. Multi-panel of one kid through a day — energetic at breakfast, focused at school, small yawn afternoon (early signal), tired moment after dinner (medium), heavy-eyed at bedtime (big). The Cat appears in each, more visible as kid gets more tired. Caption: "Notice tired earlier. Small signals first."
• Morning wake-up grid. Diverse kids waking up to different states — stretching and ready, yawning but content, still-tired, happy. Soft morning light. The Cat curled at foot of bed in some scenes. Caption: "Notice how you feel in the morning. Your body tells you what it needs."
• Really tired → trusted grown-up. Child looking tired at kitchen table. Trusted grown-up beside, gently concerned. The Cat on chair nearby. Mood: caring, not alarming. Caption: "When you are really tired, tell a trusted grown-up."

Lesson 1.2

• Bedtime routine multi-panel. Diverse moments of a routine — teeth, PJs, book with parent, hug, bed, lights off. Last panel: child asleep with Cat at foot of bed. Soft warm light throughout. Caption: "Notice your bedtime routine. Notice what it does for you."
• Sharing a dream at breakfast. Morning breakfast scene with kid telling parent about a dream, kid gesturing animatedly. Parent listening with smile. Cat on chair. Small thought bubbles showing dream pieces above kid. Caption: "Notice your dreams. Tell your grown-up if you want."
• Bad dream with parent comfort. Child sitting up in bed at night with parent kneeling beside offering hug. Soft night-light glows. The Cat on bed, calm. Mood: warm, comforting. Caption: "If you have a bad dream, call a trusted grown-up. The bad dream is just a dream."
• Screens at night two-panel. Left: bedtime room with screen put away, paper book in hand, soft lamp, kid yawning peacefully. Right: bedtime room with bright screen, kid wide awake late, looking tired but unable to sleep. The Cat in both — content left, sad right. Caption: "Screens at night make sleep harder. Notice the difference."

Lesson 1.3

• Hard sleep patterns. Simple chart-style of a kid noticing different hard-sleep moments — lying in bed brain racing, waking in middle of night, not wanting to go to bed, morning still tired. Small "notice" stickers on each. The Cat center. Caption: "Notice hard sleep. If it lasts, tell a trusted grown-up."
• Day-into-night timeline. Kid's day choices flowing into peaceful sleep — morning sunlight (Rooster), outdoor play (Lion), real food meal (Bear), water (Elephant), family connection (Turtle), calm wind-down (Cat). Each labeled with coach icon. Caption: "Your day and your night are connected."
• Really hard sleep conversation. Child and trusted grown-up sitting together during the day on a couch or bed. Kid sharing with a slightly worried look. Grown-up listening attentively. The Cat nearby. Caption: "If sleep is really hard, tell a trusted grown-up."

Activity / Closing

• A week of sleep noticing calendar. Calendar-style multi-panel showing the seven activity days each with a small noticing image. The Cat watching warmly. Caption: "A week of sleep noticing."

Aspect ratios: 16:9 digital, 4:3 print. Diverse skin tones, body sizes, body types, hair textures, gender expressions, abilities (sensory tools for bedtime, mobility supports, glasses, hearing aids), sleeping arrangements (single-room, shared-room, top-bunk, with-sibling, with-parent-in-room) throughout. G1 kids visibly slightly older than K. The Cat's character design carries forward from K and matches G3-G5.

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Citations

1. Paruthi S, Brooks LJ, D'Ambrosio C, et al. (2016). Recommended amount of sleep for pediatric populations: a consensus statement of the American Academy of Sleep Medicine. Journal of Clinical Sleep Medicine, 12(6), 785-786. https://doi.org/10.5664/jcsm.5866
2. Hirshkowitz M, Whiton K, Albert SM, et al. (2015). National Sleep Foundation's sleep time duration recommendations: methodology and results summary. Sleep Health, 1(1), 40-43. https://doi.org/10.1016/j.sleh.2014.12.010
3. American Academy of Pediatrics, Council on Communications and Media. (2016). Media and young minds. Pediatrics, 138(5), e20162591. https://doi.org/10.1542/peds.2016-2591
4. Mindell JA, Owens JA. (2015). A Clinical Guide to Pediatric Sleep: Diagnosis and Management of Sleep Problems (3rd ed.). Wolters Kluwer.
5. American Academy of Pediatrics Bright Futures Periodicity Schedule. (2024). Recommendations for Preventive Pediatric Health Care, including sleep screening at well-child visits. https://downloads.aap.org/AAP/PDF/periodicity_schedule.pdf
6. Hale L, Guan S. (2015). Screen time and sleep among school-aged children and adolescents: a systematic literature review. Sleep Medicine Reviews, 21, 50-58. https://doi.org/10.1016/j.smrv.2014.07.007 (Cited for the parent reference on screens and sleep at G1 — applied at G1 through age-appropriate framing.)
7. Tononi G, Cirelli C. (2014). Sleep and the price of plasticity: from synaptic and cellular homeostasis to memory consolidation and integration. Neuron, 81(1), 12-34. https://doi.org/10.1016/j.neuron.2013.12.025 (Foundational sleep-and-memory reference applied at G1 through parent-vocabulary framing.)