SSAT Reading Practice Worksheet - 13

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 train lurched forward just as Maya’s father handed her the wooden case through the open window. She clutched it against her chest, feeling the weight of the violin inside, and watched his figure grow smaller on the platform. Around her, the third-class compartment filled (5) with the smell of coal smoke and wet wool. An elderly woman across the aisle knitted without looking up, her needles clicking in steady rhythm.     Maya had never traveled alone before, and certainly never as far as Prague. Her father had saved for two years to pay for her audition at the conservatory, selling (10) his watchmaking tools one by one. She thought of his hands last night, rough and scarred, as he tightened her bow hair. “You have a gift,” he had said quietly. “Don’t apologize for it.”     The countryside rolled past in shades of gray and brown. March in Moravia offered little color. Maya opened the case and ran her finger along (15) the violin’s scroll, tracing the maker’s mark her grandfather had carved there in 1891. Three generations had played this instrument, but she would be the first to leave the village with it. Outside, the first drops of rain began to streak the window, and Maya closed her eyes, fingering a silent scale (20) against her knee.

1. The primary purpose of the passage is to

1. describe the history of a valuable musical instrument
2. portray a young musician’s departure on a significant journey
3. criticize the economic hardships faced by working-class families
4. explain the process of auditioning for a music conservatory
5. compare rural life with urban opportunities in early twentieth-century Europe

2. The detail that Maya’s father sold his watchmaking tools “one by one” (line 10) primarily suggests

1. his gradual loss of interest in his profession
2. the prolonged and difficult nature of his sacrifice
3. his systematic approach to organizing his possessions
4. the declining value of skilled trades in the modern economy
5. his intention to eventually purchase better tools

3. As used in line 13, the word “offered” most nearly means

1. proposed
2. presented
3. volunteered
4. attempted
5. sacrificed

4. The passage suggests that Maya’s father told her “Don’t apologize for it” (line 12) because

1. she had previously expressed guilt about the cost of her education
2. he wanted her to perform confidently at her audition
3. she had a tendency to downplay her musical abilities
4. he feared she might abandon her musical training
5. she had apologized for breaking one of his watchmaking tools

5. The narrator’s description of the elderly woman who “knitted without looking up” (line 6) primarily serves to

1. establish the social class of the train passengers
2. create a contrast with Maya’s nervous excitement
3. suggest the repetitive tedium of train travel
4. foreshadow a conversation between the two characters
5. emphasize the isolation Maya feels among strangers

6. The tone of the passage as a whole can best be described as

1. anxious and foreboding
2. reflective and hopeful
3. bitter and resentful
4. detached and analytical
5. celebratory and triumphant

7. The detail that Maya fingers “a silent scale against her knee” (lines 19-20) suggests that she

1. is too nervous to play her violin in front of strangers
2. has forgotten to bring her sheet music with her
3. maintains a deep connection to her music even when not playing
4. is practicing a specific piece for her upcoming audition
5. prefers mental rehearsal to actual performance

Passage 2

The following passage is adapted from an article on environmental science.

    The American chestnut once dominated the forests of the eastern United States, comprising nearly one in every four hardwood trees from Maine to Georgia. These giants could reach heights of one hundred feet, with trunk diameters exceeding ten feet, and they (5) provided abundant nuts that fed both wildlife and rural communities. Then, in 1904, a fungal pathogen arrived at the Bronx Zoo on imported Asian chestnut trees, and within fifty years, an estimated four billion American chestnuts had been killed.     The blight fungus, *Cryphonectria parasitica*, spreads through airborne spores and (10) penetrates the bark of host trees, girdling the trunk and cutting off the flow of nutrients. While the roots of infected trees often survive and send up new shoots, these saplings inevitably succumb to the fungus before reaching maturity. Asian chestnut species evolved alongside the pathogen and developed resistance, but the American chestnut, isolated (15) for millions of years, possessed no such defenses.     Recent efforts to restore the species have taken multiple approaches. Traditional crossbreeding programs have attempted to create hybrids with Asian species, hoping to combine the American tree’s desirable traits with Asian resistance. More controversially, scientists have developed a transgenic American chestnut (20) by introducing a gene from wheat that produces an enzyme capable of neutralizing the fungal toxin. Field trials suggest these modified trees can survive in blight-infested forests, though questions about long-term ecological effects remain unanswered.

8. The main idea of the passage is that

1. fungal diseases pose the greatest threat to forest ecosystems
2. the American chestnut’s near-extinction has prompted various restoration strategies
3. genetic modification offers the only viable solution to save endangered tree species
4. imported plants should be quarantined to prevent ecological disasters
5. Asian chestnut trees are superior to American varieties in most respects

9. According to the passage, the blight fungus kills American chestnut trees by

1. attacking the root system until it can no longer absorb water
2. producing airborne spores that poison the surrounding soil
3. encircling the trunk and blocking nutrient transport
4. weakening the bark until the tree collapses under its own weight
5. spreading from infected nuts to healthy saplings

10. As used in line 12, the word “succumb” most nearly means

1. surrender
2. yield
3. decline
4. die
5. weaken

11. The passage suggests that Asian chestnut species survived the blight fungus because they

1. had developed immunity through long exposure to the pathogen
2. grew in regions where the fungus could not reproduce effectively
3. possessed thicker bark that prevented spore penetration
4. produced fewer nuts and therefore attracted less wildlife
5. were intentionally bred by humans to resist disease

12. The author describes genetic modification as “controversial” (line 19) most likely because

1. it has already caused documented harm to forest ecosystems
2. it is more expensive than traditional breeding methods
3. some people object to transgenic organisms on principle or have concerns about unknown effects
4. it has proven ineffective in field trials conducted so far
5. wheat genes are incompatible with chestnut tree biology

13. The organizational structure of the passage is best described as

1. a chronological narrative of a single scientific discovery
2. a comparison of two competing theories about forest ecology
3. an examination of a problem followed by discussion of attempted solutions
4. a detailed analysis of one organism’s life cycle
5. an argument advocating for a specific environmental policy

14. Which of the following can be reasonably inferred from the passage?

1. The fungal blight will eventually spread to all chestnut species worldwide.
2. American chestnut forests will be fully restored within the next decade.
3. The loss of American chestnuts significantly altered eastern forest ecosystems.
4. Crossbreeding programs have been completely abandoned in favor of genetic modification.
5. The Bronx Zoo deliberately released the pathogen to study its effects.

Passage 3

The following is excerpted from Chief Joseph’s surrender speech, delivered in the Bear Paw Mountains of Montana Territory on October 5, 1877.

    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 (5) who say yes or no. He who 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, (10) and see how many of them 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 Chief Joseph’s speech is to

1. negotiate better terms of surrender from General Howard
2. announce his decision to end armed resistance
3. celebrate the bravery of fallen Nez Perce warriors
4. explain the military strategies that led to his defeat
5. request immediate medical assistance for wounded soldiers

16. Chief Joseph lists the names of dead chiefs (lines 3-4) primarily to

1. honor their memory with a traditional funeral oration
2. establish his own authority as the sole surviving leader
3. emphasize the devastating losses his people have suffered
4. explain why the young men now make decisions for the tribe
5. blame them for poor decisions during the conflict

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

1. I feel emotional pain because of it
2. I remember and believe it
3. I disagree with it privately
4. I treasure it as a precious gift
5. I am uncertain about its truth

18. The detail that “the little children are freezing to death” (line 7) serves primarily to

1. request winter clothing from General Howard
2. convey the immediate physical suffering that motivates his surrender
3. criticize the U.S. Army for conducting warfare in winter
4. explain why many of his people fled to the hills
5. describe the typical hardships of Nez Perce life

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

1. defiant and unrepentant
2. mournful and resigned
3. optimistic and forward-looking
4. bitter and accusatory
5. formal and emotionally detached

20. The final sentence, “From where the sun now stands I will fight no more forever” (lines 12-13), achieves its power primarily through

1. its use of a poetic metaphor to mark a moment of finality
2. its bitter criticism of the U.S. government’s policies
3. its promise to resume fighting at a future date
4. its request for a formal peace treaty with specific terms
5. its celebration of traditional Nez Perce military victories

■ ■ ■   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 young musician’s departure on a significant journey
Explanation: This is a Main Idea question. The passage focuses on Maya leaving home by train to audition at a music conservatory, capturing both the physical journey and its emotional significance through details about her father’s sacrifice and her family violin (lines 1-20). Choice (A) is too narrow, as the violin’s history is only one element of the larger narrative. Choice (D) is incorrect because the passage does not explain audition procedures.

2. Ans: (B) – the prolonged and difficult nature of his sacrifice
Explanation: This is an Inference question. The phrase “one by one” (line 10) suggests a gradual process over the two years mentioned, emphasizing that the father had to part with his professional tools slowly, which indicates both economic necessity and deep sacrifice. Choice (A) reverses the passage’s meaning, as the selling indicates dedication, not lost interest. Choice (E) is not supported by any detail in the passage.

3. Ans: (B) – presented
Explanation: This is a Vocabulary in Context question. In line 13, “March in Moravia offered little color” means that the landscape presented or displayed little color to viewers. Choice (A) “proposed” suggests a formal suggestion, which does not fit the context of a season providing a visual characteristic. Choice (C) “volunteered” implies a willing action inappropriate for describing weather or scenery.

4. Ans: (C) – she had a tendency to downplay her musical abilities
Explanation: This is an Inference question. The father’s statement “You have a gift… Don’t apologize for it” (lines 11-12) suggests he perceives Maya as hesitant to claim her talent, likely due to modesty or self-doubt. Choice (A) distorts the meaning; while cost is mentioned, the “gift” referred to is her musical talent, not the financial expense. Choice (E) invents a detail not present in the passage.

5. Ans: (E) – emphasize the isolation Maya feels among strangers
Explanation: This is an Author’s Purpose question. The image of the woman absorbed in knitting, not interacting with Maya, reinforces Maya’s solitary state in the unfamiliar compartment (lines 5-6). Choice (D) is incorrect because no conversation between them occurs or is suggested. Choice (B) incorrectly assumes the woman serves as a contrast, when she actually reinforces Maya’s emotional state.

6. Ans: (B) – reflective and hopeful
Explanation: This is a Tone/Mood question. The passage balances contemplation of sacrifice and family history (lines 9-12, 14-16) with forward movement toward opportunity, creating a tone that is thoughtful yet cautiously optimistic. Choice (A) is too negative; while Maya is traveling alone, there is no sense of dread. Choice (E) overstates the emotional register, as the mood is subdued rather than celebratory.

7. Ans: (C) – maintains a deep connection to her music even when not playing
Explanation: This is an Inference question. The detail that Maya practices finger movements on her knee (lines 19-20) shows music is so integral to her identity that she rehearses even without her instrument. Choice (A) is not supported, as there is no indication she considered playing aloud. Choice (D) is too narrow, as the passage specifies only “a silent scale,” not a particular audition piece.

8. Ans: (B) – the American chestnut’s near-extinction has prompted various restoration strategies
Explanation: This is a Main Idea question. The passage describes the chestnut’s historical prominence (lines 1-4), the blight that destroyed it (lines 5-15), and multiple restoration approaches including crossbreeding and genetic modification (lines 16-23). Choice (C) is too narrow and contradicts the passage, which mentions multiple approaches, not just genetic modification. Choice (A) is too broad, as the passage focuses specifically on one species and one disease.

9. Ans: (C) – encircling the trunk and blocking nutrient transport
Explanation: This is a Detail/Fact question. Lines 10-12 explicitly state that the fungus “girdling the trunk and cutting off the flow of nutrients,” which means encircling and blocking. Choice (A) contradicts the passage, which states that roots often survive (line 11). Choice (E) invents a transmission method not mentioned in the text.

10. Ans: (D) – die
Explanation: This is a Vocabulary in Context question. In line 12, “succumb to the fungus” refers to saplings that fail to reach maturity because the fungus kills them, making “die” the most precise meaning. Choice (B) “yield” is too vague and suggests submission rather than death. Choice (E) “weaken” is insufficient, as the passage indicates the trees are killed, not merely weakened.

11. Ans: (A) – had developed immunity through long exposure to the pathogen
Explanation: This is an Inference question. Lines 13-15 state that Asian species “evolved alongside the pathogen and developed resistance,” indicating long coexistence led to adaptive immunity. Choice (C) invents a mechanism (thicker bark) not mentioned in the passage. Choice (E) reverses causation, as the resistance evolved naturally, not through human breeding.

12. Ans: (C) – some people object to transgenic organisms on principle or have concerns about unknown effects
Explanation: This is an Inference question. The passage notes the approach is “controversial” and that “questions about long-term ecological effects remain unanswered” (lines 19-23), suggesting ongoing debate and uncertainty. Choice (A) contradicts the passage, which mentions unanswered questions but not documented harm. Choice (D) contradicts line 21, which states field trials suggest the trees can survive.

13. Ans: (C) – an examination of a problem followed by discussion of attempted solutions
Explanation: This is a Structure/Organization question. The passage first describes the chestnut’s decline and the blight problem (lines 1-15), then discusses restoration efforts (lines 16-23). Choice (A) is incorrect because the passage covers events across more than a century, not a single discovery. Choice (E) mischaracterizes the passage, which presents information rather than advocating for a specific policy.

14. Ans: (C) – The loss of American chestnuts significantly altered eastern forest ecosystems.
Explanation: This is an Extended Reasoning question. Given that American chestnuts comprised “nearly one in every four hardwood trees” (lines 2-3) and that four billion died (line 8), it is reasonable to infer massive ecological disruption. Choice (A) goes beyond what the passage supports, stating the blight will spread to all species worldwide. Choice (B) contradicts line 22, which indicates questions remain unanswered, suggesting restoration is not imminent.

15. Ans: (B) – announce his decision to end armed resistance
Explanation: This is a Main Idea question. The speech centers on Chief Joseph’s declaration that he will “fight no more forever” (lines 12-13), communicating his surrender decision. Choice (A) is incorrect because he announces surrender without requesting different terms. Choice (D) mischaracterizes the content, as the speech focuses on suffering and loss, not military strategy.

16. Ans: (C) – emphasize the devastating losses his people have suffered
Explanation: This is an Author’s Purpose question. By naming specific fallen chiefs (lines 3-4) alongside the statement that “the old men are all dead,” Chief Joseph underscores the scale of casualties that have brought him to surrender. Choice (B) distorts his purpose; he establishes losses, not authority. Choice (E) invents a critical tone not present in the respectful references to the dead.

17. Ans: (B) – I remember and believe it
Explanation: This is a Vocabulary in Context question. In line 2, “I have it in my heart” follows “What he told me before,” indicating Chief Joseph has internalized and holds onto General Howard’s previous words. Choice (C) reverses the meaning, suggesting disagreement when the phrase conveys acceptance. Choice (A) focuses only on emotion rather than the cognitive act of remembering.

18. Ans: (B) – convey the immediate physical suffering that motivates his surrender
Explanation: This is an Author’s Purpose question. The vivid image of freezing children (line 7) illustrates the urgent humanitarian crisis compelling Chief Joseph to end the conflict. Choice (A) is too narrow; while the detail involves cold, the primary function is to justify surrender, not request clothing. Choice (E) incorrectly suggests this describes normal life rather than extraordinary wartime suffering.

19. Ans: (B) – mournful and resigned
Explanation: This is a Tone/Mood question. Chief Joseph’s language throughout expresses grief (“my heart is sick and sad,” line 11) and acceptance of defeat (“I am tired of fighting,” line 3). Choice (A) contradicts the explicit surrender message. Choice (D) is incorrect because while there is sadness, there is no accusatory language blaming General Howard.

20. Ans: (A) – its use of a poetic metaphor to mark a moment of finality
Explanation: This is a Structure/Organization question. The phrase “From where the sun now stands” (line 12) uses the sun’s position as a time marker, creating a solemn, ceremonial quality that emphasizes the permanence of his decision. Choice (C) completely reverses the statement’s meaning, as it declares an end to fighting, not a resumption. Choice (B) mischaracterizes the statement, which expresses personal exhaustion rather than political criticism.