K-2nd GradeFinancial Literacy Rubric
Student Name: / Date:
Teacher Name:
Financial Literacy Skill / Almost Never
1 / Rarely
2 / Occasionally
3 / Frequently
4 / Almost Always
5
Essential Concept and/or Skill: Creates long and short term goals based on a prioritization of wants and needs. (21.3-5.FL.1)
  1. Develops short-term and long-term financial goals.

  1. Defines goals.

  1. Identifies a personal goal.

  1. Identifies a group/team goal.

  1. Understands needs vs. wants.

  1. Defines wants and needs.

  1. Knows the importance of needs and wants.

Essential Concept and/or Skill: Identifies monetary resources and distribution options for those resources. (21.K-2.FL.2)
  1. Develops a realistic spending plan for financial independence.

  1. Describes the exchange of goods and services as part of the monetary system.

  1. Identifies the outcome of spending money.

  1. Understands various sources of compensation.

  1. Recognizes sources of income for children such as allowances and gifts.

  1. Understands the distribution of resources.

  1. Explains spending versus savings.

  1. Recognizes that items cost money.

  1. Understands financial instruments.

  1. Distinguishes different types of money (bills, coins).

  1. Identifies the values of each type of money.

Essential Concept and/or Skill: Demonstrates an understanding of the concept of credit. (21.K-2.FL.3)
  1. Identifies responsible credit management.

  1. Discusses the meaning of credit.

  1. Understands different types of debt.

  1. Recognizes the concept of the money behind the credit.

  1. Understands rights and responsibilities as borrowers.

  1. Explains that a borrowed item needs to be returned.

  1. Demonstrates that if loaned, an item should be returned.

Essential Concept and/or Skill: Develops awareness that each person has an identity. (21.K-2.FL.4)
  1. Establishes strategies for protection of identity.

  1. Describes what an identity is.

  1. Recognizes that everyone has an identity.

  1. Recognizes different types of insurance.

  1. Recognizes ways people can lose possessions.

  1. Demonstrates ways to protect possessions.

  1. Recognizes the consequences of loss.

  1. Recognizes different types of non-insurance protection.

  1. Explains how written notes, emails, or phone calls between school and home can help prevent misinformation.

  1. Recognizes the role of adults in providing safety.

Financial Literacy Skill / Almost Never
1 / Rarely
2 / Occasionally
3 / Frequently
4 / Almost Always
5
Essential Concept and/or Skill: Recognizes various ways to save and the reasons individuals decide to save. (21.K-2.FL.5)
  1. Recognizes investment options.

  1. Identifies the value of saving.

  1. Distinguishes investment options.

  1. Explains the difference between a piggy bank and financial institutions.

  1. Understands the relationship between investment risk and return.

  1. Explains that something loaned mayor may not be returned.

Essential Concept and/or Skill: Distinguishes between appropriate spending choices. (21.K-2.FL.6)
  1. Recognizes the local, state, national, and international impact of personal financial habits and actions.

  1. Recognizes that the Internet connects people around the world.

  1. Recognize that people come from various cultures, backgrounds, and home situations.

  1. Demonstrates responsible financial behaviors, at the personal, local, state, national, and international levels.

  1. Recognizes that individuals have choices in spending and saving.

  1. Explains that there are appropriate behaviors and expectations for different settings.

Rating Descriptors Operationally Defined:

Almost Never – grade level essential concept or skill is demonstrated/observed very little or not at all (with appropriate accommodations) with no generalization of skill across days and novel situations.

Rarely – grade level essential concept or skill is demonstrated/observed infrequently (with appropriate accommodations) with little or no generalization of skill across days and novel situations; teacher prompting does not always result in demonstration of skill.

Occasionally – grade level essential concept or skill is demonstrated/observed periodically (with appropriate accommodations) with inconsistent generalization across days and novel situations; teacher prompting is often necessary for skill to be generalized.

Frequently – grade level essential standard or skill is demonstrated/observed often (with appropriate accommodations) with consistent generalization of skill across days and novel situations; occasional teacher prompting is necessary for skill to be generalized.

Almost Always – grade level essential standard or skill is demonstrated/observed most of the time (with appropriate accommodations) with consistent and independent generalization of skill across days and novel situations.

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