ALWAYS FREE43 original activities · 11 collections · 2 pages each

#smithingifted Gifted Student Printables

Practical tools for big thinkers, big feelings, and everyday independence

Grades 3–5, with optional Grades 6–8 extensions. No sign-in, email or membership needed.

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Choose one focus. Make space for 10–20 minutes. Revisit the same skill.

3 of 43 activities · Self-Advocacy & Gifted Identity

The #smithingifted Learning & Innovation Lab

Self-Advocacy & Gifted Identity · Grades 3–5 / 6–8 · 20 minutes · FREE

My Learner User Manual

Choose real or fictional examples. Skip private details; never include passwords, medical information or contact details.

Learning goal: Describe your learning preferences and a specific support you can request.

You are more than a label, score or one kind of strength. A user manual tells adults what helps you learn and what you are curious about. Your preferences can change. Share only what you choose, and leave personal or medical details out.

Your steps

Describe strengths and interests using examples.
Name one task that challenges you without judging yourself.
Choose learning conditions you want to test.
Write one specific request for an adult.

1. What makes me, me

Draw, list or write; strengths can be academic, creative, practical or social.

A strength + an example

An interest I want to explore

A challenge I am working on

Something people may not notice about my learning

2. How I learn best — for now

Choose a condition and explain how you could test it.

Learning need	My preference	A test / example
Getting directions
Practicing an idea
Showing understanding
Managing workspace

Free

Self-Advocacy & Gifted Identity

My Learner User Manual

Describe your learning preferences and a specific support you can request.

20 minutes · Grades 3–5 + 6–8 stretch · 2 pages

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The #smithingifted Learning & Innovation Lab

Self-Advocacy & Gifted Identity · Grades 3–5 / 6–8 · 15 minutes · FREE

Asking for More Challenge

Choose real or fictional examples. Skip private details; never include passwords, medical information or contact details.

Learning goal: Request greater depth or complexity using respectful, evidence-based language.

Work can feel easy for different reasons. A useful request shows what you already understand and suggests a deeper question, not just more pages. Your teacher may need time to plan. Practice a conversation that respects both your curiosity and the classroom.

Your steps

Choose a topic you understand or use a fictional one.
Give evidence of understanding, not just “I am bored.”
Propose depth, complexity or a new connection.
Practice a respectful request and a flexible backup.

1. Show what I know

Use one concrete example of understanding and one question worth investigating.

Topic / current task

Evidence I understand it

A deeper question I have

What I still need to check

2. Challenge, not just extra

Design a choice in each direction. Pick the one you would actually like to try.

Example: instead of more habitat facts, compare how two changes affect the same ecosystem.

Direction	My proposed challenge
DEPTH · investigate why / evidence
COMPLEXITY · compare perspectives
TRANSFER · apply in a new situation

Free

Self-Advocacy & Gifted Identity

Asking for More Challenge

Request greater depth or complexity using respectful, evidence-based language.

15 minutes · Grades 3–5 + 6–8 stretch · 2 pages

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The #smithingifted Learning & Innovation Lab

Self-Advocacy & Gifted Identity · Grades 3–5 / 6–8 · 15 minutes · FREE

Help-Seeking Is Smart

Choose real or fictional examples. Skip private details; never include passwords, medical information or contact details.

Learning goal: Identify a stuck point and ask a precise question after reasonable attempts.

Being capable does not mean doing everything alone. A useful question shows where the task stopped making sense. Trying something first can help you ask clearly, but you do not have to wait when you feel unsafe or need urgent support.

Your steps

Choose a learning task or a fictional stuck point.
Name the exact place you need help.
Record two reasonable things tried, or supports you need to try them.
Write a specific question and decide when and whom to ask.

1. Locate the stuck point

Avoid “everything” if you can name a smaller part. A sketch can show the difficulty.

Task / goal

The part I understand

The exact stuck point

What I need to move forward

2. Two reasonable tries

Use attempts, not endless struggle. Ask sooner if safety or distress is involved.

Example: reread the direction · still unsure which material to use.

Try	What I tried / support needed	What I noticed
1
2

Free

Self-Advocacy & Gifted Identity

Help-Seeking Is Smart

Identify a stuck point and ask a precise question after reasonable attempts.

15 minutes · Grades 3–5 + 6–8 stretch · 2 pages

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Free for classroom and personal educational use; do not resell.