SSAT Reading Practice Worksheet - 14

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 afternoon light slanted through the narrow windows of the workshop, illuminating the fine dust that hung perpetually in the air. My father bent over the half-finished violin, his caliper measuring the curve of the top plate with a precision that seemed almost religious. I watched from my stool (5) near the door, supposedly sorting strips of spruce but really observing the way his hands moved across the wood, reading its grain like a language I had not yet learned to speak.     “The density changes here,” he said without looking up, his finger tracing an invisible line. “You (10) see? The tree grew faster in these years. Wet seasons, probably.” He spoke as though the wood itself were a chronicle, each ring a sentence in a longer story. I nodded, though I could see nothing but pale timber, smooth (15) and unremarkable under his touch.     Outside, the sounds of Florence drifted up from the street below: vendors calling, cart wheels on cobblestones, the persistent bells of Santa Croce marking the hours. My friends would be at the river now, or (20) gambling with dice in the shadow of the Ponte Vecchio. But I remained here, in this room that smelled of varnish and shaved maple, bound by an inheritance I had never asked for and could not refuse.

1. The primary purpose of the passage is to

1. describe the technical process of violin-making in Renaissance Italy
2. convey a young person’s conflicted feelings about a family tradition
3. contrast the narrator’s skill with his father’s expertise
4. celebrate the artistic achievements of Florentine craftsmen
5. criticize the narrator’s lack of dedication to his craft

2. As used in line 4, the word “religious” most nearly means

1. devout
2. spiritual
3. reverent
4. ecclesiastical
5. pious

3. The narrator’s statement that he is “supposedly sorting strips of spruce” (lines 5-6) suggests that he

1. is deliberately disobeying his father’s instructions
2. has not yet mastered the basic skills of woodworking
3. is more interested in observing than in performing his assigned task
4. lacks the physical strength required for violin-making
5. prefers working with other types of wood

4. The father’s comment about “wet seasons” (line 12) indicates that he

1. has studied meteorological records from previous centuries
2. can infer information about the past from physical evidence
3. prefers trees that grew during periods of heavy rainfall
4. is teaching his son about climate patterns in Italy
5. relies on speculation rather than observable facts

5. The passage suggests that the narrator views the wood as

1. equally fascinating as his father does
2. a valuable commodity to be sold for profit
3. less meaningful than his father perceives it to be
4. more beautiful than any other natural material
5. a reminder of the forests where it originated

6. The details in lines 17-19 primarily serve to

1. establish the historical setting of the passage
2. suggest alternative activities the narrator finds more appealing
3. illustrate the vibrant commercial life of Renaissance Florence
4. contrast the noise of the city with the quiet of the workshop
5. explain why the narrator has difficulty concentrating on his work

7. The tone of the final sentence (lines 19-22) is best described as

1. resigned
2. jubilant
3. indifferent
4. hostile
5. optimistic

Passage 2

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

For decades, ornithologists assumed that bird migration routes were governed primarily by innate genetic programming, with young birds following ancient pathways encoded in their DNA. Recent research, however, has revealed a far more nuanced picture. While genetic (5) factors certainly play a role, many migratory species rely heavily on social learning, with experienced birds teaching routes to younger, naïve individuals.     The evidence for this cultural transmission comes from several ingenious studies. In one experiment, researchers raised young whooping cranes in (10) captivity, then used ultralight aircraft to guide them along a new migratory path from Wisconsin to Florida. The following year, these birds successfully flew the route independently, and some eventually led other young cranes along the same path. The route had been learned, not inherited.     Such (15) findings have profound implications for conservation. If migration routes are culturally transmitted, the loss of experienced individuals in a population can erase knowledge that took generations to establish. A flock of geese does not simply know where to go; it remembers. This helps explain (20) why some endangered bird populations, even when their numbers recover, fail to reestablish historical migration patterns. The knowledge, quite literally, has died out with the elders who possessed it.

8. The main idea of the passage is that

1. genetic programming determines all bird migration patterns
2. whooping cranes are more intelligent than other bird species
3. bird migration relies more on learned behavior than previously believed
4. conservation efforts for endangered birds are generally unsuccessful
5. ultralight aircraft can be used to create new bird migration routes

9. As used in line 6, the word “naïve” most nearly means

1. innocent
2. inexperienced
3. foolish
4. trusting
5. unsophisticated

10. According to the passage, the whooping crane experiment demonstrated that

1. young cranes prefer to migrate with their parents
2. birds can learn migration routes through observation and practice
3. ultralight aircraft are essential for bird conservation
4. Wisconsin and Florida provide ideal habitats for whooping cranes
5. genetic factors are irrelevant to migration behavior

11. The phrase “The route had been learned, not inherited” (lines 13-14) emphasizes

1. the contrast between cultural and genetic transmission of behavior
2. the superiority of learned behaviors over innate ones
3. the importance of parental care in bird development
4. the evolutionary advantages of flexible migration patterns
5. the difference between whooping cranes and other species

12. The author’s statement that “A flock of geese does not simply know where to go; it remembers” (lines 18-19) suggests that

1. geese have better memories than other bird species
2. migration knowledge is a form of collective memory passed down socially
3. individual geese remember routes they have traveled before
4. geese rely entirely on memory rather than environmental cues
5. flocks of geese communicate through a shared consciousness

13. The passage indicates that some endangered bird populations fail to reestablish migration patterns because

1. their genetic programming has been permanently altered
2. climate change has made historical routes impossible to navigate
3. the birds that knew the routes have died without passing on the knowledge
4. conservation efforts focus on population numbers rather than behavior
5. younger birds refuse to follow the paths of older generations

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

1. argue for increased funding for bird conservation programs
2. explain a shift in scientific understanding of bird migration
3. describe the methods used in wildlife research
4. criticize earlier ornithological assumptions as completely incorrect
5. advocate for the use of ultralight aircraft in conservation

Passage 3

The following is adapted from Chief Seattle’s speech delivered in December 1854 in response to the U.S. government’s offer to purchase tribal lands.

The President in Washington sends word that he wishes to buy our land. But how can you buy or sell the sky? The land? The idea is strange to us. If we do not own the freshness of the air and the sparkle (5) of the water, how can you buy them?     Every part of this earth is sacred to my people. Every shining pine needle, every sandy shore, every mist in the dark woods, every meadow, every humming insect. All are holy in the memory and experience of my people.     We (10) know the sap which courses through the trees as we know the blood that courses through our veins. We are part of the earth and it is part of us. The perfumed flowers are our sisters. The bear, the deer, the great eagle, these are our brothers. The rocky crests, the (15) juices in the meadow, the body heat of the pony, and man, all belong to the same family.     The shining water that moves in the streams and rivers is not just water, but the blood of our ancestors. If we sell you our land, you must remember that it is sacred. Each ghostly reflection in the (20) clear waters of the lakes tells of events and memories in the life of my people. The water’s murmur is the voice of my father’s father.

15. The primary purpose of the passage is to

1. negotiate a higher price for the sale of tribal lands
2. express a worldview in which land and people are spiritually interconnected
3. describe the natural beauty of the Pacific Northwest region
4. protest the illegal seizure of native territories
5. request that the President visit the tribal lands in person

16. As used in line 7, the word “sacred” most nearly means

1. blessed
2. religious
3. deserving reverence
4. ceremonial
5. supernatural

17. The rhetorical questions in lines 2-5 primarily serve to

1. request specific information about the government’s offer
2. highlight the fundamental difference between two conceptions of land ownership
3. express genuine confusion about the mechanics of a land sale
4. delay giving an answer to the President’s proposal
5. demonstrate the speaker’s superior knowledge of natural resources

18. In lines 10-12, the comparison between sap and blood suggests that

1. trees are biologically similar to human beings
2. the speaker’s people have studied plant physiology extensively
3. the speaker views nature and humanity as intimately connected
4. blood and sap serve identical functions in their respective organisms
5. the speaker’s people worship trees as divine beings

19. The passage suggests that if the land is sold, the speaker wants the buyers to

1. preserve it exactly as it currently exists
2. acknowledge its spiritual significance
3. allow the tribe to continue living there
4. pay a price that reflects its true value
5. consult with tribal leaders before making changes

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

1. angry and confrontational
2. solemn and reverent
3. detached and analytical
4. pessimistic and defeated
5. cheerful and optimistic

■ ■ ■   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) – convey a young person’s conflicted feelings about a family tradition
Explanation: This is a Main Idea question. The passage focuses on the narrator’s ambivalence about learning violin-making from his father, shown through details like watching his father work while thinking about friends at the river (lines 17-19) and feeling “bound by an inheritance I had never asked for and could not refuse” (lines 21-22). Choice (A) is too narrow because the passage emphasizes emotional conflict rather than technical description. Choice (D) is too broad and misses the personal, conflicted tone that defines the passage.

2. Ans: (C) – reverent
Explanation: This is a Vocabulary in Context question. In line 4, “religious” describes the father’s precise, careful approach to measuring the violin, suggesting deep respect and devotion to the craft rather than literal religious practice. “Reverent” best captures this sense of respectful dedication. Choice (D) “ecclesiastical” is wrong because it refers specifically to church matters, not the metaphorical sense intended here. Choice (A) “devout” is too closely tied to religious belief rather than attitude toward craft.

3. Ans: (C) – is more interested in observing than in performing his assigned task
Explanation: This is an Inference question. The phrase “supposedly sorting” followed by “but really observing” (lines 5-6) directly indicates the narrator is not focused on his task but on watching his father. Choice (A) is wrong because there is no evidence of deliberate disobedience, only distraction. Choice (B) is wrong because the passage does not suggest lack of skill, only lack of focus on the assigned task.

4. Ans: (B) – can infer information about the past from physical evidence
Explanation: This is an Inference question. The father reads the tree rings and density changes to conclude there were “wet seasons” (line 12), demonstrating his ability to interpret physical evidence to understand historical conditions. Choice (A) is wrong because the father uses the wood itself, not written records, as evidence. Choice (E) reverses the relationship; the father bases his conclusion on “observable facts” (the ring density), not speculation.

5. Ans: (C) – less meaningful than his father perceives it to be
Explanation: This is an Inference question. The narrator states “I could see nothing but pale timber, smooth and unremarkable” (lines 13-15) while his father sees a “chronicle” (line 12), indicating the narrator does not perceive the depth of meaning his father does. Choice (A) contradicts this contrast between their perceptions. Choice (D) is unsupported; the narrator finds the wood “unremarkable,” not beautiful.

6. Ans: (B) – suggest alternative activities the narrator finds more appealing
Explanation: This is a Structure/Organization question. The description of friends at the river and gambling (lines 17-19) immediately precedes the narrator’s statement about remaining in the workshop, establishing a contrast between what he might prefer and where he actually is. Choice (A) is too narrow; while the details do establish setting, their primary function is to show what the narrator is missing. Choice (D) is wrong because the contrast is between activities, not between noise levels.

7. Ans: (A) – resigned
Explanation: This is a Tone/Mood question. The final sentence (lines 19-22) describes the narrator as “bound by an inheritance I had never asked for and could not refuse,” conveying reluctant acceptance of an unchangeable situation, which defines resignation. Choice (B) “jubilant” contradicts the negative tone of the sentence. Choice (D) “hostile” is too strong; the narrator accepts rather than actively opposes his situation.

8. Ans: (C) – bird migration relies more on learned behavior than previously believed
Explanation: This is a Main Idea question. The passage opens by contrasting old assumptions about genetic programming with new research showing social learning (lines 1-6), then provides evidence for cultural transmission and discusses its implications. Choice (A) reverses the passage’s argument, which challenges purely genetic explanations. Choice (D) is too broad and negative; the passage discusses one specific challenge, not general failure of conservation.

9. Ans: (B) – inexperienced
Explanation: This is a Vocabulary in Context question. In line 6, “naïve” describes young birds who have not yet learned migration routes, contrasting with “experienced birds,” so “inexperienced” is the precise contextual meaning. Choice (C) “foolish” carries a negative judgment not present in the passage. Choice (A) “innocent” relates to moral purity rather than lack of experience with a specific skill.

10. Ans: (B) – birds can learn migration routes through observation and practice
Explanation: This is a Detail/Fact question. The passage states that cranes guided by aircraft “successfully flew the route independently” the next year and “eventually led other young cranes” (lines 11-13), demonstrating learned behavior. Choice (E) contradicts the passage, which states genetic factors “certainly play a role” (lines 4-5). Choice (A) is not stated; the experiment involved aircraft, not parents.

11. Ans: (A) – the contrast between cultural and genetic transmission of behavior
Explanation: This is an Author’s Purpose question. The phrase “learned, not inherited” (lines 13-14) directly contrasts two mechanisms of transmission, emphasizing the cultural over the genetic, which is the central argument of the passage. Choice (B) is wrong because the passage does not claim learned behaviors are “superior,” only more important than previously thought. Choice (E) is too narrow; the point applies to migratory birds generally, not just whooping cranes.

12. Ans: (B) – migration knowledge is a form of collective memory passed down socially
Explanation: This is an Inference question. The statement distinguishes between innate knowledge (“know”) and transmitted knowledge (“remembers”) in the context of discussing cultural transmission (lines 18-19), suggesting memory passed through the flock. Choice (C) is too narrow; the passage emphasizes transmission across generations, not individual memory. Choice (D) is too extreme; the passage does not claim memory is used “rather than environmental cues.”

13. Ans: (C) – the birds that knew the routes have died without passing on the knowledge
Explanation: This is a Detail/Fact question. The passage explicitly states that “The knowledge, quite literally, has died out with the elders who possessed it” (lines 21-22). Choice (A) contradicts the passage’s emphasis on cultural rather than genetic transmission. Choice (B) is not mentioned; the passage attributes the problem to loss of experienced individuals, not climate change.

14. Ans: (B) – explain a shift in scientific understanding of bird migration
Explanation: This is an Author’s Purpose question. The passage moves from describing old assumptions (lines 1-3) to presenting “recent research” that “revealed a far more nuanced picture” (lines 3-4), then explains this new understanding and its implications. Choice (D) is too extreme; the author says genetic factors “certainly play a role” (lines 4-5), not that earlier views were “completely incorrect.” Choice (A) is not supported; the passage does not argue for funding.

15. Ans: (B) – express a worldview in which land and people are spiritually interconnected
Explanation: This is a Main Idea question. Throughout the passage, Chief Seattle describes land, water, and living things as “sacred” (line 7), as family members (lines 13-15), and as containing ancestral spirits (lines 17-22), expressing a spiritual relationship between people and nature. Choice (A) is wrong because the speech questions whether land can be sold at all (lines 2-5), not negotiates price. Choice (C) is too narrow; description serves the larger purpose of expressing spiritual interconnection.

16. Ans: (C) – deserving reverence
Explanation: This is a Vocabulary in Context question. In line 7, “sacred” describes how the earth is regarded by the speaker’s people, meaning worthy of deep respect and reverence, encompassing both religious and non-religious dimensions. Choice (D) “ceremonial” is too narrow, referring to rituals rather than the broader sense of worthiness of reverence. Choice (E) “supernatural” emphasizes otherworldliness rather than the worthiness of respect that is the core meaning here.

17. Ans: (B) – highlight the fundamental difference between two conceptions of land ownership
Explanation: This is a Structure/Organization question. The rhetorical questions in lines 2-5 (“how can you buy or sell the sky?”) emphasize that the concept of buying land is “strange” to the speaker’s worldview, contrasting with the government’s view. Choice (C) is wrong because rhetorical questions are not genuine requests for information. Choice (A) is wrong for the same reason; the speaker is not asking for information but making a philosophical point.

18. Ans: (C) – the speaker views nature and humanity as intimately connected
Explanation: This is an Inference question. The comparison “We know the sap which courses through the trees as we know the blood that courses through our veins” (lines 10-11) followed by “We are part of the earth and it is part of us” (lines 11-12) establishes a relationship of unity and connection. Choice (A) is too literal; the comparison is metaphorical, not biological. Choice (E) is too extreme; connection does not necessarily mean worship.

19. Ans: (B) – acknowledge its spiritual significance
Explanation: This is an Inference question. The speaker says “If we sell you our land, you must remember that it is sacred” (lines 17-18), directly requesting recognition of spiritual importance. Choice (A) is too extreme; the passage requests remembrance of sacredness, not literal preservation without change. Choice (D) is wrong because the speaker questions whether land can have a “price” at all (lines 2-5), not argues for a higher one.

20. Ans: (B) – solemn and reverent
Explanation: This is a Tone/Mood question. The passage’s serious treatment of sacred relationships (line 7), references to ancestors (line 18), and grave subject matter create a solemn tone, while the descriptions of nature as “holy” (line 9) and “sacred” (line 7) convey reverence. Choice (A) is wrong because while the speech is serious, it is not angry or confrontational in tone. Choice (D) is wrong because the speaker maintains dignity and does not express defeat.