Both Grade 3 and Grade 4 Benchmark reading measures include:
Passage Reading Fluency (PRF). This is a measure of students’ oral reading fluency. The measure consists of a narrative passage that students read aloud for one minute, while an assessor follows along on their copy of the measure, marking any words read incorrectly or skipped. At the end of one minute, the final word read is marked, and then the # of errors is subtracted from the total words read to arrive at the final score: Words Read Correctly Per Minute
Vocabulary (VOC). This is a measure of students’ ability to identify the meaning of words, phrases, and idiomatic expressions used in context. The measure consists of a a vocabulary item embedded within a sentence or short series of sentences. Students read the question stem and then select the answer choice that best provides the meaning of the specified vocabulary item.
Reading Comprehension (MCRC). This is a measure of students’ ability to comprehend written text. The measure consists of a grade-level appropriate reading passage (generally 1000 – 1500 words long at grades 3 and 4) followed by 20 multiple choice questions. 7 of the questions test students’ literal comprehension, 7 test their inferential comprehension, while the final 6 test their evaluative comprehension.
The above measures are also available as progress monitoring measures. In addition, both Grade 3 and 4 have progress monitoring forms of the CCSS Reading measures available.
CCSS Reading Measures (CCSS Reading). This is a measure of students’ literal comprehension with shorter passages than the MCRC measures and different text types. The measure consists of two short (approximately 250 words) narrative passages, each followed by 5 literal comprehension questions; two short informational text passages, each followed by 5 literal comprehension questions; and one graphical display of information (table, image, map, etc.), followed by 5 literal comprehension questions. These measures are intended for use with students who are not yet reading at grade-level fluency, and whose instructional focus /interventions include literal comprehension.