SSAT Reading Practice Worksheet - 1

Read each passage carefully and then answer the questions about it. For each question, decide on the basis of the passage which one of the choices best answers the question.

Passage 1

The following passage is adapted from a work of narrative fiction.

    The auction house on Bleecker Street had the musty smell of old paper and regret. Mira stood before the glass case, her breath fogging the surface as she studied the violin inside. It was (5) smaller than she remembered, the varnish cracked along the scroll, but the label visible through the f-hole was unmistakable: her grandfather’s cramped handwriting, the date 1947, the year he’d arrived in New York with nothing else.     “You planning to bid?” The auctioneer, a thin man (10) with wire-rimmed glasses, appeared at her elbow.     “I hadn’t planned to be here at all,” Mira said. Her cousin James had called three days ago with the news that their aunt was selling off the estate. Mira had caught the first flight from Seattle, but she’d arrived too late to stop (15) the consignment.     “It’s a beautiful instrument. Czech maker, pre-war. Should fetch a good price.”     Mira didn’t tell him that her grandfather had made it himself in a cramped apartment in Prague, or that he’d played it in the (20) underground cafés where the music mattered more than the money. She only nodded and checked her wallet, calculating whether she had enough to bring it home.

1. The primary purpose of the passage is to

1. describe the history of a valuable musical instrument
2. portray a character confronting a meaningful personal loss
3. explain why family heirlooms should be preserved
4. criticize the practice of auctioning estate items
5. compare the narrator’s memories with present reality

2. The phrase “musty smell of old paper and regret” (lines 1-2) primarily serves to

1. indicate that the auction house has poor ventilation
2. establish the emotional atmosphere of the setting
3. suggest that Mira feels guilty about her visit
4. demonstrate the narrator’s skill with figurative language
5. explain why few people attend estate auctions

3. As used in line 5, the word “unmistakable” most nearly means

1. flawless
2. undeniable
3. valuable
4. unexpected
5. perfect

4. It can be inferred from the passage that Mira’s grandfather

1. was a professional musician in Prague
2. sold the violin before immigrating to America
3. left Czechoslovakia around the time of World War II
4. taught Mira to play the violin when she was young
5. became wealthy after arriving in New York

5. Mira’s response to the auctioneer in lines 11-12 suggests that she

1. had not intended to travel to New York
2. disapproves of her cousin James’s actions
3. is uncertain whether she wants to buy the violin
4. feels uncomfortable speaking with strangers
5. wishes she had learned about the auction sooner

6. The passage suggests that Mira does not correct the auctioneer’s misunderstanding about the violin because she

1. knows the true story would lower the instrument’s value
2. wants to keep her family history private
3. is too emotional to speak about her grandfather
4. believes the auctioneer would not be interested
5. fears he will raise the starting bid if he knows the truth

7. The tone of the passage can best be described as

1. bitterly resentful
2. quietly melancholic
3. sharply critical
4. cautiously optimistic
5. ironically detached

Passage 2

The following passage is adapted from an article about linguistics and anthropology.

    The whistled languages of the world represent one of the most remarkable adaptations of human communication to environmental challenge. Found in scattered communities from the Canary Islands to the mountains of northern Turkey, (5) these languages are not primitive codes or simple signals but complete linguistic systems in which speakers transpose the phonemes of their spoken language into whistled tones. In Silbo Gomero, the whistled language of La Gomera in the Canary Islands, a skilled whistler can reproduce all the phonetic (10) distinctions of Spanish across distances of up to five kilometers.     The acoustic properties that make whistling effective for long-distance communication are well understood. Whistled sounds occupy a frequency range between 1 and 4 kilohertz, which suffers less atmospheric attenuation than normal speech frequencies. Moreover, the (15) human ear is particularly sensitive to this range, and whistled tones carry with minimal distortion across valleys and through forest canopy. What remains less clear is why whistled languages have emerged only in certain geographic and cultural contexts.     Recent research suggests that whistled languages develop (20) in communities facing specific challenges: rugged terrain that separates speakers, economies based on shepherding or agriculture that require communication across distance, and a social structure that permits the investment of time needed to master the technique. Where these conditions exist, whistled language becomes not merely possible but adaptive.

8. The main idea of the passage is that whistled languages

1. are superior to spoken languages for human communication
2. developed in primitive societies that lacked writing systems
3. represent sophisticated linguistic adaptations to specific environmental needs
4. are found only in remote mountain regions of the world
5. will likely disappear as modern technology spreads

9. According to the passage, Silbo Gomero differs from a simple code in that it

1. can communicate across greater distances than Morse code
2. reproduces all the phonetic distinctions of a complete language
3. requires many years of practice to master properly
4. uses tones rather than words to convey meaning
5. originated in the Canary Islands rather than mainland Europe

10. As used in line 14, the word “attenuation” most nearly means

1. attention
2. amplification
3. weakening
4. distortion
5. concentration

11. The passage indicates that whistled sounds are effective for long-distance communication because they

1. are louder than normal speech sounds
2. occupy a frequency range to which human hearing is especially responsive
3. can be produced more easily than spoken words
4. are understood in all cultures regardless of language
5. require less energy to produce than shouting

12. The author’s statement that “what remains less clear” (lines 15-16) serves to

1. transition from established knowledge to unanswered questions
2. criticize previous research on whistled languages
3. introduce a controversy among linguists
4. suggest that whistled languages cannot be fully understood
5. acknowledge the author’s limited expertise on the subject

13. According to the passage, whistled languages are most likely to develop in communities that

1. have populations too small to sustain complex linguistic systems
2. face geographic separation and economic need for distance communication
3. lack access to modern communication technology
4. live in tropical forests with dense vegetation
5. have preserved ancient cultural practices unchanged for centuries

14. The author’s purpose in this passage is primarily to

1. advocate for the preservation of endangered whistled languages
2. explain the acoustic science underlying all human speech
3. inform readers about the nature and origins of whistled languages
4. argue that environmental factors determine linguistic evolution
5. compare whistled languages with other forms of nonverbal communication

Passage 3

The following is adapted from a letter written by Abigail Adams to her husband John Adams in 1776.

    I long to hear that you have declared an independency. And, by the way, in the new code of laws which I suppose it will be necessary for you to make, I desire you would remember the ladies and be more generous (5) and favorable to them than your ancestors. Do not put such unlimited power into the hands of the husbands. Remember, all men would be tyrants if they could. If particular care and attention is not paid to the ladies, we are determined to foment a rebellion, and will not hold (10) ourselves bound by any laws in which we have no voice or representation.     That your sex are naturally tyrannical is a truth so thoroughly established as to admit of no dispute; but such of you as wish to be happy willingly give up the harsh (15) title of master for the more tender and endearing one of friend. Why, then, not put it out of the power of the vicious and the lawless to use us with cruelty and indignity with impunity? Men of sense in all ages abhor those customs which treat us only as (20) the vassals of your sex.

15. The primary purpose of the letter is to

1. threaten rebellion if women are not given voting rights
2. request that her husband return home from Philadelphia
3. urge consideration of women’s legal protections in new laws
4. criticize all men for their tyrannical treatment of women
5. propose specific legislation granting women equal rights

16. As used in line 9, the word “foment” most nearly means

1. prevent
2. incite
3. predict
4. resist
5. suppress

17. Adams’s statement that “all men would be tyrants if they could” (lines 6-7) suggests that she believes

1. only evil men abuse power when given the opportunity
2. her husband John is a tyrant in their marriage
3. unchecked power tends to corrupt those who hold it
4. men are incapable of treating women as equals
5. tyranny is an exclusively male characteristic

18. The tone of the passage can best be described as

1. playfully sarcastic yet seriously purposeful
2. bitterly angry and deeply resentful
3. cautiously optimistic about social change
4. formally diplomatic and emotionally distant
5. desperately pleading for immediate action

19. Adams distinguishes between men who are “masters” and those who are “friends” (lines 15-16) in order to

1. suggest that true friendship between men and women is impossible
2. argue that legal reform benefits both women and enlightened men
3. praise her husband for treating her as an equal partner
4. demonstrate that most marriages in her era were unhappy
5. explain why some men oppose granting rights to women

20. The passage suggests that Adams believes legal protections for women are necessary because

1. most men in positions of power are naturally vicious and lawless
2. women have no other means of participating in government
3. the existing legal system permits some men to abuse their authority
4. men have historically refused to treat women with any kindness
5. a new nation provides the only opportunity for such reforms

■ ■ ■   STOP   ■ ■ ■

IF YOU FINISH BEFORE TIME IS CALLED, YOU MAY CHECK YOUR WORK ON THIS SECTION ONLY. DO NOT TURN TO ANY OTHER SECTION OF THE TEST.

Answer Key

1. Ans: (B) – portray a character confronting a meaningful personal loss
Explanation: This is a Main Idea question. The passage centers on Mira’s emotional encounter with her grandfather’s violin at an auction, depicting her reaction to losing a family heirloom (lines 1-23). Choice (A) is too narrow, focusing only on the violin’s history rather than Mira’s emotional experience. Choice (C) is not supported because the passage does not make a general argument about preserving heirlooms.

2. Ans: (B) – establish the emotional atmosphere of the setting
Explanation: This is a Structure/Organization question. The phrase combines sensory detail (musty smell) with emotion (regret) to create the mood of the scene (line 1). Choice (A) is too literal, treating “regret” as merely a smell rather than recognizing the figurative language. Choice (C) incorrectly attributes the regret specifically to Mira rather than recognizing it as part of the setting’s general atmosphere.

3. Ans: (B) – undeniable
Explanation: This is a Vocabulary in Context question. In line 5, “unmistakable” describes the label as clearly recognizable and impossible to misidentify. Choice (A) means “perfect,” which does not fit the context of something being clearly identifiable. Choice (D) means “surprising,” which contradicts the sense of certain recognition conveyed in the passage.

4. Ans: (C) – left Czechoslovakia around the time of World War II
Explanation: This is an Inference question. The passage states the violin was made in Prague and that the grandfather arrived in New York in 1947 with nothing else (lines 6-8), strongly suggesting wartime displacement. Choice (A) is not supported; playing in underground cafés (lines 19-20) does not establish professional status. Choice (D) is not mentioned or implied anywhere in the passage.

5. Ans: (A) – had not intended to travel to New York
Explanation: This is an Inference question. Mira’s statement “I hadn’t planned to be here at all” (line 11) directly indicates she had no prior intention to visit, coming only after her cousin’s call (lines 12-13). Choice (C) is incorrect because her response addresses her unexpected presence, not her feelings about purchasing the violin. Choice (E) distorts the passage; she learned in time to attend but not to prevent the consignment (lines 14-15).

6. Ans: (B) – wants to keep her family history private
Explanation: This is an Inference question. The passage states “Mira didn’t tell him” the true story and “only nodded” (lines 17-21), suggesting deliberate withholding of personal information. Choice (A) reverses the likely effect, as a handmade instrument with personal history might increase rather than decrease value. Choice (E) is not supported; nothing suggests she fears the auctioneer will manipulate the bid based on provenance.

7. Ans: (B) – quietly melancholic
Explanation: This is a Tone/Mood question. The passage conveys sadness and loss through details like “regret” (line 2), the violin being “smaller than she remembered” (line 4), and Mira’s understated responses (lines 11-21). Choice (A) is too strong; Mira shows sadness but not bitterness or anger. Choice (E) is incorrect because the narrator is emotionally engaged rather than detached from the subject matter.

8. Ans: (C) – represent sophisticated linguistic adaptations to specific environmental needs
Explanation: This is a Main Idea question. The passage emphasizes that whistled languages are “complete linguistic systems” (lines 5-6) that developed as adaptations to environmental challenges (lines 19-23). Choice (B) contradicts the passage, which explicitly states these are “not primitive codes” (line 5). Choice (D) is too narrow, as the passage mentions multiple locations including islands (lines 3-4).

9. Ans: (B) – reproduces all the phonetic distinctions of a complete language
Explanation: This is a Detail/Fact question. The passage explicitly states that skilled whistlers “can reproduce all the phonetic distinctions of Spanish” (lines 8-10). Choice (A) uses information from the passage (distance) but answers a question not asked about the distinction from codes. Choice (D) is true but does not explain what makes it more than a simple code.

10. Ans: (C) – weakening
Explanation: This is a Vocabulary in Context question. In line 14, “attenuation” describes what happens less to whistled sounds than to speech as they travel through the atmosphere, meaning reduction in strength. Choice (B) means the opposite of attenuation. Choice (D) refers to distortion, which is mentioned separately in line 16 as a different property.

11. Ans: (B) – occupy a frequency range to which human hearing is especially responsive
Explanation: This is a Detail/Fact question. The passage states that whistled sounds occupy 1-4 kilohertz and “the human ear is particularly sensitive to this range” (lines 13-15). Choice (A) is not stated; volume is not mentioned as a factor. Choice (D) contradicts the passage, which discusses transposing specific spoken languages (lines 6-8) rather than universal understanding.

12. Ans: (A) – transition from established knowledge to unanswered questions
Explanation: This is a Structure/Organization question. The phrase in lines 15-16 follows a paragraph about well-understood acoustic properties and introduces the less clear question of why whistled languages emerge only in certain contexts. Choice (B) is incorrect because the author does not criticize previous research but builds upon it. Choice (D) is too extreme; acknowledging one unclear aspect does not suggest complete incomprehensibility.

13. Ans: (B) – face geographic separation and economic need for distance communication
Explanation: This is a Detail/Fact question. The passage lists “rugged terrain that separates speakers” and “economies based on shepherding or agriculture that require communication across distance” (lines 19-22) as key conditions. Choice (A) contradicts the passage, which states whistled languages are complete linguistic systems (lines 5-6), not simplified ones. Choice (C) is not mentioned as a factor in the passage.

14. Ans: (C) – inform readers about the nature and origins of whistled languages
Explanation: This is an Author’s Purpose question. The passage presents factual information about what whistled languages are (lines 3-10), how they work (lines 11-16), and why they develop (lines 17-23). Choice (A) is not supported; preservation is never mentioned. Choice (D) is too strong; the author describes relationships without making deterministic arguments about linguistic evolution.

15. Ans: (C) – urge consideration of women’s legal protections in new laws
Explanation: This is a Main Idea question. Adams asks that lawmakers “remember the ladies” and not grant unlimited power to husbands (lines 3-7), seeking legal safeguards against abuse (lines 16-18). Choice (A) is too extreme; while she mentions rebellion (line 9), this is used rhetorically to emphasize her request, not as a literal primary purpose. Choice (D) is too broad; she criticizes a legal system, not all men personally.

16. Ans: (B) – incite
Explanation: This is a Vocabulary in Context question. In line 9, “foment” describes what women will do to a rebellion, meaning to stir up or provoke it. Choice (A) means the opposite of foment. Choice (D) does not fit because one resists something that already exists, whereas foment means to create or instigate something new.

17. Ans: (C) – unchecked power tends to corrupt those who hold it
Explanation: This is an Inference question. Adams’s statement in lines 6-7 suggests that tyranny results from opportunity rather than inherent evil, which is why she argues for legal limits on power (lines 3-10). Choice (A) contradicts this by limiting tyranny to evil men rather than recognizing it as a general human tendency. Choice (D) is too extreme and contradicted by her acknowledgment of “men of sense” (line 18) who treat women well.

18. Ans: (A) – playfully sarcastic yet seriously purposeful
Explanation: This is a Tone/Mood question. Adams uses ironic language like calling male dominance a “truth so thoroughly established” (lines 12-13) while making a serious argument for legal reform (lines 3-10, 16-18). Choice (B) is too strong; though critical, Adams maintains wit rather than expressing bitter anger. Choice (D) is incorrect because the intimate address and sharp language show emotional engagement, not distance.

19. Ans: (B) – argue that legal reform benefits both women and enlightened men
Explanation: This is an Extended Reasoning question. By noting that men who “wish to be happy” voluntarily adopt friendship over mastery (lines 13-15), Adams suggests that legal protections formalize what good men already practice, benefiting everyone. Choice (A) contradicts the passage, which explicitly describes friendship as possible and preferable (lines 14-16). Choice (C) is too narrow; while possibly implied, the distinction serves a broader argumentative purpose than personal praise.

20. Ans: (C) – the existing legal system permits some men to abuse their authority
Explanation: This is an Inference question. Adams asks why not “put it out of the power of the vicious and the lawless to use us with cruelty and indignity with impunity” (lines 16-18), indicating that current laws allow abuse. Choice (A) distorts the passage; Adams refers to “the vicious and the lawless” as a subset, not most men. Choice (D) is too extreme and contradicted by the acknowledgment of “men of sense” (line 18) who reject cruel customs.