CEPA Rubric: Financial Literacy 4 Exceeds Expectations 3 Meets Expectations 2 Needs Improvement 1 Emerging The argument about Solid argument that Argument about the Argument contains some Does not make an the characters’ use of demonstrates a deep character’s use of money reasons with some argument using evidences money understanding of the acknowledges motives evidence and or consider alternatives or character’s motives and and provides alternatives demonstrates some consequences decisions, alternatives and consequences understanding and consequences The conclusion A nuanced Includes whether the Some understanding of Does not an the character’s use of understanding of character’s use of the character’s understanding or a money includes character’s financial was responsible using responsibility in conclusion about evidence concerning responsibility, evidence from more than money, with some character’s use of money earning, saving, synthesizing evidence one text. Conclusions are evidence; may distinguish or reaches a conclusion spending, saving from several sources. logical; and distinguish between needs and wants, with inadequate evidence. and/or sharing money. Conclusions are logical, between a need and a but not clearly. and distinguish between want. needs and wants. Format of textual Cites evidence in correct Cites evidence from the some evidence Evidence and/or citations evidence and format from the informational texts read correctly, which may or are incomplete or absent citations informational texts and in class in the correct may not be in the correct the novel read in class. format format Vocabulary relevant Uses academic and Uses academic and Uses a few relevant Uses few or no academic to financial literacy relevant domain-specific domain-specific words academic and and domain-specific words words and phrases and phrases relevant to specific and phrases and phrases correctly and creatively financial literacy correctly correctly Standard English Demonstrates control of Errors do not interfere Errors somewhat interfere Little control of sentence conventions standard English with communication with communication of structure, grammar, (sentence structure, conventions ideas mechanics grammar and and mechanics)
CEPA Rubric: Financial Literacy 4 Exceeds Expectations 3 Meets Expectations 2 Needs Improvement 1 Emerging The argument about the characters’ use of money Solid argument that demonstrates a deep understanding of the character’s motives and decisions, alternatives and consequences Argument about the character’s use of money acknowledges motives and provides alternatives and consequences Argument contains some reasons with some evidence and demonstrates some understanding Does not make an argument using evidences or consider alternatives or consequences The conclusion the character’s use of money includes evidence concerning earning, saving, spending, saving and/or sharing money. A nuanced understanding of character’s financial responsibility, synthesizing evidence from several sources. Conclusions are logical, and distinguish between needs and wants. Includes whether the character’s use of was responsible using evidence from more than one text. Conclusions are logical; and distinguish between a need and a want. Some understanding of the character’s responsibility in money, with some evidence; may distinguish between needs and wants, but not clearly. Does not an understanding or a conclusion about character’s use of money or reaches a conclusion with inadequate evidence. Format of textual evidence and citations Cites evidence in correct format from the informational texts and the novel read in class. Cites evidence from the informational texts read in class in the correct format some evidence correctly, which may or may not be in the correct format Evidence and/or citations are incomplete or absent Vocabulary relevant to financial literacy Uses academic and relevant domain-specific words and phrases correctly and creatively Uses academic and domain-specific words and phrases relevant to financial literacy correctly Uses a few relevant academic and and phrases correctly Uses few or no academic and domain-specific words and phrases Standard English conventions (sentence structure, grammar and and mechanics) Demonstrates control of standard English conventions Errors do not interfere with communication Errors somewhat interfere with communication of ideas Little control of sentence structure, grammar, mechanics specific