As content literacy intervention is expanded in schools, data-based decision-making practices need to also advance, especially in the areas of science. Vocabulary-matching curriculum-based measures (VM-CBM) may allow educators to identify students needing additional support in science vocabulary to assist with using and comprehending disciplinary language. Typically, VM-CBMs have been given in a one-page format, but there has been little investigation of modified presentation of VM items. Participants were 77 fourth grade students from a U.S. Midwestern rural school district. Students from four different classrooms were administered either typical one-page or multipage VM-CBM forms. Multipage forms produced strong alternate form reliability (r = 0.92, 95% confidence interval [CI] = [0.85, 0.96]). Typical forms produced a moderate reliability coefficient (r = 0.58, 95% CI = [0.32, 0.76]). Regarding concurrent validity, multipage forms were also strongly correlated (r = 0.71, 95% CI = [0.50, 0.84]; r = 0.72, 95% CI = [0.51, 0.85]) while typical forms were weakly correlated (r = 0.40, 95% CI = [0.10, 0.64]; r = 0.47, 95% CI = [0.17, 0.69]) with a standardized state science assessment. The multipage format appears promising; however, further item level analysis is needed to determine the most efficient way to screen and support students in elementary science literacy.