SSAT Reading Practice Worksheet - 5

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 night train from Marseille carried few passengers in late October, and Cécile had the compartment to herself. She pressed her forehead against the cold window, watching the dark Mediterranean coastline dissolve into the greater darkness of the inland hills. In her lap lay the telegram, now creased from repeated folding and (5) unfolding: FATHER GRAVELY ILL STOP COME AT ONCE STOP MAMAN. She had not seen the vineyards of her childhood in six years, not since the terrible argument that had sent her fleeing to the conservatory in Paris, her violin case clutched like a shield.     Now the violin rested in the rack above her head, and she was no longer the (10) headstrong girl who had shouted that she would rather starve than spend her life bottling wine. She had nearly done so, in fact. The conservatory had been everything she had dreamed – the honey-colored practice rooms, the stern professors who nodded approval at her vibrato, the thrill of Brahms flowing through her fingers. But (15) Paris had also been cold apartments and thin soup, orchestra auditions where dozens of violinists played the same excerpt, and the growing suspicion that talent, however genuine, was common as rain. The telegram had found her teaching scales to a banker’s sullen daughter, her own concert dreams quietly laid aside like (20) summer clothes at the approach of winter.

1. The primary purpose of the passage is to

1. describe the landscape of southern France in autumn
2. reveal a character’s emotional state as she returns home
3. criticize the difficulties of pursuing a musical career
4. celebrate the reconciliation between a daughter and her parents
5. contrast city life with rural life in early twentieth-century France

2. As used in line 7, the word “shield” most nearly means

1. weapon
2. protection
3. disguise
4. burden
5. trophy

3. The passage suggests that Cécile left home because she

1. won a scholarship to study music in Paris
2. wanted to pursue her artistic ambitions against her family’s wishes
3. was offered a position in a professional orchestra
4. hoped to earn enough money to support her parents
5. needed to escape an unhappy romantic relationship

4. The description of the conservatory as having “honey-colored practice rooms” (line 12) primarily conveys

1. the precise architectural details of the building
2. Cécile’s warm feelings about her time studying there
3. the superior quality of musical education in Paris
4. the wealth and prestige of the institution
5. the contrast between appearance and reality

5. According to the passage, Cécile’s experience in Paris included all of the following EXCEPT

1. financial hardship
2. approval from her teachers
3. competitive auditions
4. performing as a concert soloist
5. working as a music instructor

6. The statement that “talent, however genuine, was common as rain” (lines 16-17) suggests that Cécile

1. discovered she lacked the natural ability to succeed as a musician
2. realized that skill alone was insufficient to guarantee a musical career
3. became discouraged by the rainy weather in Paris
4. learned that most conservatory students were more talented than she was
5. decided to abandon music entirely and pursue a different profession

7. The tone of the final sentence (lines 17-20) can best be described as

1. bitterly resentful
2. cautiously optimistic
3. quietly resigned
4. angrily defiant
5. joyfully liberated

Passage 2

The following passage is adapted from an article about behavioral ecology.

The Clark’s nutcracker, a pale gray bird of the high mountain West, possesses one of the most extraordinary memories in the animal kingdom. Each autumn, a single nutcracker collects and hides between 22,000 and 33,000 pine seeds in thousands of separate caches scattered across an area of (5) up to 250 square kilometers. The bird then recovers the majority of these caches throughout the winter and following spring, even when they lie buried beneath a meter of snow. This feat becomes all the more remarkable when one considers that the nutcracker must remember not only the locations themselves but also which caches it has already depleted.     For (10) decades, researchers attributed this ability to an unusually large hippocampus, the brain structure associated with spatial memory. Comparative studies revealed that the nutcracker’s hippocampus comprises a significantly larger proportion of its brain mass than that of non-caching bird species. However, recent research has complicated this explanation. When scientists compared the nutcracker (15) to its close relative, the Mexican jay, which caches far fewer seeds, they discovered that both species have similarly enlarged hippocampi. This finding suggests that hippocampal size alone cannot account for the nutcracker’s superior memory.     The answer may lie instead in the connectivity and neuronal density of the hippocampus. Preliminary studies indicate that nutcrackers (20) possess a higher concentration of neurons in this region and more complex neural pathways than do other corvids. This denser architecture may enable the rapid encoding and retrieval of spatial information essential for managing thousands of cache sites across vast territories.

8. The main idea of the passage is that

1. the Clark’s nutcracker has the best memory of any bird species
2. hippocampal size determines memory capacity in birds
3. the nutcracker’s remarkable memory may result from neural complexity rather than brain size alone
4. birds that cache seeds require larger brains than birds that do not
5. scientific understanding of animal memory has not advanced in recent years

9. According to the passage, a Clark’s nutcracker typically hides how many seeds each autumn?

1. 250 seeds
2. 1,000 to 2,000 seeds
3. 22,000 to 33,000 seeds
4. hundreds of thousands of seeds
5. an unknown number of seeds

10. As used in line 8, the word “depleted” most nearly means

1. destroyed
2. emptied
3. forgotten
4. discovered
5. relocated

11. The author mentions that nutcrackers recover seeds “even when they lie buried beneath a meter of snow” (line 7) primarily to

1. explain why nutcrackers live in mountainous regions
2. emphasize the impressive nature of the bird’s memory
3. describe the typical winter weather in the bird’s habitat
4. suggest that nutcrackers use their sense of smell to locate seeds
5. illustrate the difficulties researchers face when studying nutcrackers

12. The comparison between Clark’s nutcrackers and Mexican jays (lines 14-17) is significant because it

1. proves that Mexican jays have superior spatial memory
2. demonstrates that brain size increases with altitude
3. challenges the hypothesis that hippocampal size alone explains the nutcracker’s memory ability
4. shows that all corvid species cache seeds in similar ways
5. confirms that larger hippocampi always indicate better memory

13. Based on the passage, researchers now believe that the nutcracker’s memory capacity is most likely related to

1. the overall size of its brain
2. the proportion of brain mass devoted to the hippocampus
3. the number and organization of neurons within the hippocampus
4. its ability to smell seeds buried under snow
5. its longer lifespan compared to other corvids

14. The author’s attitude toward recent research on nutcracker memory can best be described as

1. dismissive and skeptical
2. enthusiastic but cautious
3. confused and uncertain
4. critical and disapproving
5. indifferent and detached

Passage 3

The following passage is excerpted from Chief Joseph’s surrender speech, delivered in 1877 in the Bear Paw Mountains of Montana.

Tell General Howard I know his heart. What he told me before, I have it in my heart. I am tired of fighting. Our chiefs are killed; Looking Glass is dead, Too-hul-hul-sote is dead. The old men are all dead. It is the young men who say yes or no. He who (5) led on the young men is dead. It is cold, and we have no blankets; the little children are freezing to death. My people, some of them, have run away to the hills, and have no blankets, no food. No one knows where they are – perhaps freezing to death. I want to have time to look for my children, and see how many of them (10) I can find. Maybe I shall find them among the dead. Hear me, my chiefs! I am tired; my heart is sick and sad. From where the sun now stands I will fight no more forever.

15. The primary purpose of this speech is to

1. request supplies and medical assistance from the U.S. Army
2. announce the end of armed resistance and express grief for his people
3. negotiate terms for a peace treaty with General Howard
4. inspire his warriors to continue fighting despite their losses
5. describe the military tactics used during the conflict

16. As used in line 2, the phrase “I have it in my heart” most nearly means

1. I have memorized it
2. I remember and honor it
3. I disagree with it
4. I am saddened by it
5. I have written it down

17. Chief Joseph mentions that “the old men are all dead” (line 4) primarily to

1. explain why he must now make decisions alone
2. criticize the young men for their inexperience
3. indicate the devastating losses his people have suffered
4. suggest that the old men were better warriors
5. request that General Howard provide proper burials

18. The speech suggests that Chief Joseph’s most immediate concern is

1. negotiating a favorable surrender agreement
2. protecting his military reputation
3. locating his scattered people, especially the children
4. securing a proper burial for the dead chiefs
5. obtaining warmer clothing for his warriors

19. The tone of the speech can best be described as

1. angry and accusatory
2. proud and defiant
3. weary and sorrowful
4. hopeful and optimistic
5. formal and indifferent

20. The final sentence (lines 11-12) is effective primarily because it

1. uses elevated and complex vocabulary
2. combines concrete imagery with a solemn declaration
3. employs humor to lighten the somber mood
4. directly contradicts statements made earlier in the speech
5. includes specific military terminology

■ ■ ■   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) – reveal a character’s emotional state as she returns home
Explanation: This is a Main Idea question. The passage focuses on Cécile’s internal reflections and feelings as she travels home after receiving news of her father’s illness, revealing her memories, regrets, and changed perspective (lines 1-20). Choice (A) is too narrow, as landscape description is merely a backdrop to the character’s emotional journey. Choice (D) is wrong because no reconciliation has occurred yet; Cécile is only traveling toward home.

2. Ans: (B) – protection
Explanation: This is a Vocabulary in Context question. In line 7, Cécile clutches her violin case “like a shield,” suggesting she used it as emotional protection or defense when leaving home after the argument. Choice (A) is wrong because a shield is defensive, not offensive like a weapon. Choice (E) is wrong because a trophy suggests victory or achievement, not the defensive posture implied by the simile.

3. Ans: (B) – wanted to pursue her artistic ambitions against her family’s wishes
Explanation: This is an Inference question. The passage indicates Cécile left after “the terrible argument” during which she “shouted that she would rather starve than spend her life bottling wine” (lines 6-9), suggesting conflict over her career choice. Choice (A) is not stated in the passage; no scholarship is mentioned. Choice (D) reverses the situation, as Cécile left to pursue her dreams, not to support her family.

4. Ans: (B) – Cécile’s warm feelings about her time studying there
Explanation: This is an Author’s Purpose question. The warm, golden imagery of “honey-colored” reflects Cécile’s positive emotional memories of the conservatory (line 12), listed among things “she had dreamed” of. Choice (A) is too literal; the description serves an emotional, not architectural, purpose. Choice (E) is wrong because the honey-colored rooms are presented positively, not as deceptive.

5. Ans: (D) – performing as a concert soloist
Explanation: This is a Detail question. The passage mentions financial hardship (“cold apartments and thin soup,” line 13), teacher approval (line 13), competitive auditions (lines 14-15), and teaching work (lines 17-19), but states her “concert dreams” were “quietly laid aside” (lines 18-19), indicating she never achieved them. Choice (B) is mentioned in line 13 when professors “nodded approval.” Choice (C) is explicitly mentioned in lines 14-15.

6. Ans: (B) – realized that skill alone was insufficient to guarantee a musical career
Explanation: This is an Inference question. Cécile’s recognition that “talent, however genuine, was common as rain” (lines 16-17) suggests she discovered that many musicians possessed talent, making success dependent on more than ability alone. Choice (A) contradicts the passage, which confirms her talent was “genuine.” Choice (E) is too extreme; she continued working as a music teacher, not abandoning music entirely.

7. Ans: (C) – quietly resigned
Explanation: This is a Tone question. The image of dreams “quietly laid aside like summer clothes at the approach of winter” (lines 18-20) conveys acceptance without anger or drama, suggesting calm resignation. Choice (A) is wrong because there is no bitterness or resentment in the gentle imagery. Choice (D) is wrong because the word “quietly” and the passive image of clothes being put away suggest the opposite of defiance.

8. Ans: (C) – the nutcracker’s remarkable memory may result from neural complexity rather than brain size alone
Explanation: This is a Main Idea question. The passage moves from discussing hippocampal size (lines 10-13) to showing this explanation is insufficient (lines 14-17) to proposing neural density and connectivity as the answer (lines 18-22). Choice (B) is contradicted by the passage, which shows hippocampal size alone does not determine memory (lines 14-17). Choice (A) is too broad and not the passage’s focus.

9. Ans: (C) – 22,000 to 33,000 seeds
Explanation: This is a Detail question. The passage explicitly states that “a single nutcracker collects and hides between 22,000 and 33,000 pine seeds” each autumn (lines 2-4). Choice (A) refers to the area measurement (250 square kilometers), not seed count. Choice (D) is too broad and contradicts the specific range provided.

10. Ans: (B) – emptied
Explanation: This is a Vocabulary in Context question. In line 8, the nutcracker must remember “which caches it has already depleted,” meaning which ones it has already eaten from or emptied. Choice (C) is wrong because the bird remembers these caches, not forgets them. Choice (A) is too extreme; the bird eats the seeds, not destroys the cache sites.

11. Ans: (B) – emphasize the impressive nature of the bird’s memory
Explanation: This is an Author’s Purpose question. Mentioning the meter of snow (line 7) highlights the difficulty of the task, making the memory feat more remarkable. Choice (D) is not stated in the passage; no mention is made of smell being used to locate seeds. Choice (C) is too narrow; weather description serves the larger purpose of emphasizing memory ability.

12. Ans: (C) – challenges the hypothesis that hippocampal size alone explains the nutcracker’s memory ability
Explanation: This is a Structure question. The Mexican jay comparison shows that similar hippocampal size does not produce similar memory ability (lines 14-17), which “complicated” the earlier explanation based on size. Choice (E) contradicts the passage; the comparison shows larger hippocampi do not always mean better memory. Choice (A) reverses the facts; Mexican jays cache fewer seeds.

13. Ans: (C) – the number and organization of neurons within the hippocampus
Explanation: This is an Inference question. The final paragraph states that nutcrackers “possess a higher concentration of neurons” and “more complex neural pathways” (lines 19-21), which “may enable” their memory. Choice (B) was the old explanation contradicted by the Mexican jay comparison (lines 14-17). Choice (D) is not mentioned anywhere in the passage.

14. Ans: (B) – enthusiastic but cautious
Explanation: This is a Tone question. The author presents recent findings positively but uses tentative language like “may lie” and “may enable” (lines 18, 21), showing interest tempered by scientific caution. Choice (A) is wrong because the author presents the research favorably, not dismissively. Choice (E) is wrong because the detailed explanation of new findings shows clear engagement, not indifference.

15. Ans: (B) – announce the end of armed resistance and express grief for his people
Explanation: This is a Main Idea question. Chief Joseph explicitly states “I will fight no more forever” (line 12) while describing losses and suffering throughout (lines 3-11). Choice (D) contradicts the speech; he is ending resistance, not inspiring continued fighting. Choice (C) is too narrow; while he addresses General Howard, he is making a surrender announcement, not negotiating specific terms.

16. Ans: (B) – I remember and honor it
Explanation: This is a Vocabulary in Context question. Chief Joseph says “What he told me before, I have it in my heart” (lines 1-2), suggesting he holds and respects General Howard’s earlier words. Choice (A) is too narrow; “in my heart” suggests emotional significance beyond mere memorization. Choice (C) contradicts the respectful tone of “I know his heart.”

17. Ans: (C) – indicate the devastating losses his people have suffered
Explanation: This is an Author’s Purpose question. Chief Joseph lists the dead chiefs and old men (lines 3-4) as part of a catalog of losses explaining why he is surrendering. Choice (B) is wrong; he is explaining the situation, not criticizing the young men. Choice (D) is not suggested; he mentions their deaths as losses, not as commentary on their fighting ability.

18. Ans: (C) – locating his scattered people, especially the children
Explanation: This is an Inference question. Chief Joseph states “I want to have time to look for my children, and see how many of them I can find” (lines 8-10) and mentions children freezing repeatedly (lines 6-7, 10). Choice (A) is less immediate; he focuses on finding his people, not negotiating terms. Choice (E) is mentioned but as part of the larger concern for the suffering children.

19. Ans: (C) – weary and sorrowful
Explanation: This is a Tone question. Chief Joseph repeatedly expresses exhaustion (“I am tired,” line 2; “I am tired,” line 11) and grief (“my heart is sick and sad,” line 11), creating a tone of weariness and sorrow. Choice (B) is wrong; while dignified, the speech emphasizes surrender and sadness, not defiance. Choice (A) is wrong because the respectful address to General Howard and absence of blame show this is not accusatory.

20. Ans: (B) – combines concrete imagery with a solemn declaration
Explanation: This is a Structure question. The final sentence pairs the physical image “from where the sun now stands” with the weighty promise “I will fight no more forever” (lines 11-12), making it memorable and powerful. Choice (A) is wrong; the language is actually simple and direct, not elevated or complex. Choice (D) is wrong because the sentence reinforces, rather than contradicts, the speech’s themes of exhaustion and surrender.