SSAT Reading Practice Worksheet - 40

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 as Thomas pressed his face against the cold window, watching the industrial outskirts of Manchester dissolve into patches of moorland. He had not returned to Yorkshire in twelve years, not since the day he’d (5) left for university with a single leather case and his mother’s warning still ringing in his ears: “You’ll forget us soon enough.” He had not forgotten, though he had tried. The mills, the soot-blackened terraces, the endless gray – these he had traded for the broad avenues of London, for a clerk’s position at a shipping firm, for (10) rooms that smelled of beeswax instead of coal smoke.     Now the telegram lay folded in his breast pocket, its words stark and simple: “Father gone. Come at once. – Margaret.” His sister had never been one for sentiment, even as a girl. Thomas remembered her standing in the doorway the morning he left, her (15) arms crossed, her face set in an expression that might have been anger or might have been something else entirely. She had not waved.     The countryside grew wilder as the train climbed north. Sheep dotted the hillsides like scattered stones. Thomas closed his eyes and saw his father’s hands – massive, scarred from the looms, perpetually stained with machine oil. Those hands (20) had never once struck him, though they had built the very walls that Thomas had spent his adult life trying to escape.

1. The primary purpose of the passage is to

1. describe the landscape of northern England in vivid detail
2. portray a character confronting his feelings about his past
3. criticize the working conditions in industrial Manchester
4. celebrate the opportunities available through university education
5. contrast the lifestyles of urban and rural communities

2. As used in line 5, the word “lurched” most nearly means

1. accelerated smoothly
2. moved with a sudden jerk
3. stopped abruptly
4. swayed rhythmically
5. reversed direction

3. Thomas’s mother’s warning (lines 5-6) suggests that she believed he would

1. fail to complete his university studies
2. become disconnected from his family and origins
3. return home within a few months
4. achieve great wealth and success in London
5. regret his decision to leave Yorkshire

4. The passage suggests that Thomas’s feelings about his childhood home are best characterized as

1. nostalgic and sentimental
2. bitter and resentful
3. ambivalent and conflicted
4. indifferent and detached
5. grateful and appreciative

5. The description of Margaret in lines 13-16 primarily serves to

1. explain why Thomas had not visited Yorkshire in twelve years
2. suggest a strained or complicated relationship between the siblings
3. provide background information about Thomas’s entire family
4. demonstrate that Margaret resented having to send the telegram
5. show that Thomas was his parents’ favorite child

6. The detail that Thomas’s father’s hands “had never once struck him” (line 20) implies that

1. physical discipline was common in Yorkshire families
2. Thomas’s father was unusually gentle despite his rough appearance
3. Thomas had been a well-behaved child
4. Thomas expected violence from working-class men
5. Thomas’s father had been absent during his childhood

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

1. celebratory and triumphant
2. reflective and melancholic
3. anxious and fearful
4. humorous and lighthearted
5. hostile and accusatory

Passage 2

The following passage is adapted from an article on linguistic anthropology.

    The whistled languages of the world represent one of the most remarkable adaptations of human communication to environmental constraints. Found in mountainous or densely forested regions across at least seventy cultures, from the Canary Islands to the highlands of Mexico to villages in Turkey, these languages (5) allow speakers to communicate across distances of up to five kilometers – far beyond the range of shouted speech. Rather than constituting separate languages, whistled forms typically transpose the phonemes, words, and grammar of a community’s spoken language into a system of varying pitch and duration.     The mechanics of whistled language are both simple and ingenious. Speakers replicate the (10) tonal contours and rhythmic patterns of their spoken language using whistles produced either with the fingers, the lips, or occasionally a leaf held taut against the mouth. In tonal languages like Hmong or Mazatec, where pitch already carries semantic weight, the transposition is relatively direct: each spoken tone corresponds to a whistled pitch. In non-tonal languages such as Spanish or Turkish, (15) whistlers must instead emphasize the natural melodic patterns present in all speech – the rises and falls that accompany vowels and stress patterns.     Recent research has revealed that the brain processes whistled language in regions typically associated with spoken language comprehension, suggesting that whistled and spoken forms access the same underlying linguistic structures. Yet whistled languages face (20) extinction as modern telecommunications reduce their practical necessity. In Kusköy, Turkey, where a whistled form of Turkish once allowed shepherds to coordinate across vast valleys, fewer than ten thousand people now retain fluency, and almost none are under thirty years of age.

8. The main purpose of the passage is to

1. argue that whistled languages are superior to spoken languages for long-distance communication
2. explain the characteristics and current status of whistled languages
3. describe the geography of regions where whistled languages developed
4. advocate for preservation efforts to save endangered whistled languages
5. compare the brain regions activated by whistled and spoken languages

9. According to the passage, whistled languages are found in areas that are

1. primarily urban and industrialized
2. located exclusively in the Western Hemisphere
3. characterized by mountains or dense forests
4. inhabited by speakers of tonal languages only
5. isolated from modern telecommunications infrastructure

10. As used in line 7, the word “transpose” most nearly means

1. translate into a foreign language
2. simplify for ease of understanding
3. convert from one form to another
4. improve through careful revision
5. replace with a superior version

11. The passage indicates that whistled forms of tonal languages differ from whistled forms of non-tonal languages in that

1. they can be heard across greater distances
2. they require the use of fingers rather than lips
3. they more directly correspond to the pitch of spoken words
4. they are easier for children to learn
5. they are used exclusively by shepherds

12. The research described in lines 17-19 suggests that

1. whistled languages are processed as music rather than language
2. whistled and spoken languages activate the same areas of the brain
3. whistled languages require more cognitive effort than spoken languages
4. only speakers of tonal languages can understand whistled communication
5. telecommunications have improved brain processing capabilities

13. The example of Kusköy, Turkey (lines 20-23) primarily serves to

1. illustrate the widespread use of whistled Turkish in modern times
2. demonstrate the threat of extinction facing whistled languages
3. prove that whistled languages are impossible for young people to learn
4. explain why shepherds developed whistled communication systems
5. compare Turkish whistled language to other European forms

14. Based on the passage, which of the following can be inferred about the future of whistled languages?

1. They will likely disappear without intervention as telecommunications expand.
2. They will be preserved because of their importance to linguistic research.
3. They will evolve into new forms adapted to modern technology.
4. They will spread to new geographic regions as people migrate.
5. They will replace spoken languages in mountainous areas.

Passage 3

The following is excerpted from Chief Joseph’s surrender speech, delivered in Montana in 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-hool-hool-zote is dead. The old men are all dead. It is the young men who say yes or no. He who led (5) 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 I can find. Maybe I shall find them among (10) 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 for his people’s surrender
2. announce his decision to end armed resistance
3. criticize General Howard for his military tactics
4. inspire his warriors to continue fighting
5. request medical supplies for wounded soldiers

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

1. I feel emotional pain
2. I remember and value it
3. I question its truthfulness
4. I carry it as a burden
5. I reject it completely

17. Chief Joseph’s statement that “It is the young men who say yes or no” (lines 3-4) suggests that

1. the traditional leadership structure has been disrupted by death
2. young warriors refused to listen to their elders
3. Chief Joseph was too old to lead effectively
4. General Howard preferred to negotiate with younger men
5. the tribe had democratically elected new leaders

18. The repeated references to cold, lack of blankets, and freezing (lines 5-9) primarily serve to

1. explain why the warriors were unable to continue fighting
2. emphasize the physical suffering of his people, especially children
3. request that General Howard provide winter supplies
4. describe the weather conditions in Montana during autumn
5. blame the U.S. Army for destroying their provisions

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

1. defiant and threatening
2. resigned and sorrowful
3. optimistic and hopeful
4. angry and accusatory
5. indifferent and detached

20. The final sentence (lines 10-11) is structured to

1. provide a specific timeline for future negotiations
2. create a solemn and definitive conclusion to the speech
3. threaten resumed hostilities if conditions do not improve
4. describe the exact location where the speech was delivered
5. request permission to travel westward with his people

■ ■ ■   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 his feelings about his past
Explanation: This is a Main Idea question. The passage centers on Thomas’s train journey back to Yorkshire and his memories and conflicted emotions about the home and family he left behind (lines 1-20). Choice (A) is too narrow; while landscape is described, it is not the primary focus. Choice (C) is wrong because the passage mentions industrial conditions only in passing and makes no critical argument about them.

2. Ans: (B) – moved with a sudden jerk
Explanation: This is a Vocabulary in Context question. In line 5, “lurched” describes the train’s initial movement forward, which suggests an abrupt, jerking motion typical of trains starting. Choice (A) is incorrect because “lurched” implies roughness, not smoothness. Choice (D) is wrong because “swayed rhythmically” suggests regular, gentle motion rather than a sudden jolt.

3. Ans: (B) – become disconnected from his family and origins
Explanation: This is an Inference question. The mother’s warning “You’ll forget us soon enough” (lines 5-6) suggests she feared Thomas would lose his connection to his family and home. Choice (A) is wrong because the warning is about forgetting them, not about academic failure. Choice (C) contradicts the warning’s implication that he would stay away.

4. Ans: (C) – ambivalent and conflicted
Explanation: This is an Inference question. Thomas has “tried” to forget his home (line 7), traded its grimness for London’s comforts (lines 8-10), yet spent his life trying to escape walls his father built (lines 19-20), showing internal conflict. Choice (B) is too extreme; while he sought to escape, he also remembers his father’s hands with a certain tenderness. Choice (D) is incorrect because his vivid memories and emotional journey home demonstrate he is not detached.

5. Ans: (B) – suggest a strained or complicated relationship between the siblings
Explanation: This is an Author’s Purpose question. Margaret’s terseness in the telegram, her crossed arms, set face, and failure to wave (lines 13-16) all suggest tension or emotional distance between them. Choice (A) is wrong because nothing indicates Margaret caused the twelve-year absence. Choice (E) is unsupported; there is no evidence comparing parental affection.

6. Ans: (B) – Thomas’s father was unusually gentle despite his rough appearance
Explanation: This is an Inference question. The detail that such massive, scarred hands (line 19) “had never once struck him” (line 20) suggests gentleness contrasting with a rough exterior. Choice (C) is a possible explanation but not what the detail directly implies about the father. Choice (E) contradicts the passage, which shows the father built their home and was present.

7. Ans: (B) – reflective and melancholic
Explanation: This is a Tone/Mood question. The passage is filled with memories, regret, and somber reflection on the past, with imagery of gray landscapes and a father’s death (lines 1-20). Choice (A) is incorrect because there is no celebration, only sorrow and contemplation. Choice (C) is wrong because while Thomas may feel some anxiety, the dominant tone is one of sad reflection rather than fear.

8. Ans: (B) – explain the characteristics and current status of whistled languages
Explanation: This is a Main Idea question. The passage describes what whistled languages are, how they work, and their decline (lines 1-23). Choice (A) is wrong because the passage makes no argument about superiority, only describes their function. Choice (D) is incorrect because while extinction is mentioned, the passage does not advocate for specific preservation efforts.

9. Ans: (C) – characterized by mountains or dense forests
Explanation: This is a Detail/Fact question. Lines 2-3 explicitly state that whistled languages are “found in mountainous or densely forested regions.” Choice (B) is incorrect because the passage mentions the Canary Islands and Turkey, which are not in the Western Hemisphere. Choice (D) is wrong because lines 13-15 indicate that non-tonal languages also have whistled forms.

10. Ans: (C) – convert from one form to another
Explanation: This is a Vocabulary in Context question. In line 7, “transpose” describes how whistled languages convert spoken phonemes and grammar into whistled pitch and duration. Choice (A) is incorrect because transposing happens within the same language, not into a foreign one. Choice (E) is wrong because nothing suggests the whistled version is superior.

11. Ans: (C) – they more directly correspond to the pitch of spoken words
Explanation: This is a Detail/Fact question. Lines 11-15 explain that in tonal languages the transposition is “relatively direct” with each tone corresponding to a pitch, while non-tonal languages must emphasize melodic patterns. Choice (B) is wrong because the passage mentions multiple methods (fingers, lips, leaf) without linking them to language type. Choice (E) is incorrect because shepherds are mentioned only in the Turkish example, not as exclusive users.

12. Ans: (B) – whistled and spoken languages activate the same areas of the brain
Explanation: This is a Detail/Fact question. Lines 17-19 state that “the brain processes whistled language in regions typically associated with spoken language comprehension.” Choice (A) contradicts this by suggesting music processing rather than language processing. Choice (C) is unsupported; the passage makes no claim about cognitive effort levels.

13. Ans: (B) – demonstrate the threat of extinction facing whistled languages
Explanation: This is an Author’s Purpose question. The Kusköy example shows declining fluency and no young speakers (lines 20-23), illustrating the extinction threat mentioned in line 19. Choice (A) is incorrect because the example shows declining, not widespread, use. Choice (C) is too extreme; the passage says almost none under thirty have fluency, not that it’s impossible to learn.

14. Ans: (A) – They will likely disappear without intervention as telecommunications expand.
Explanation: This is an Inference question. Lines 19-20 state that “modern telecommunications reduce their practical necessity,” and the Kusköy example shows severe decline (lines 20-23), suggesting probable extinction. Choice (B) is not supported; research interest does not guarantee preservation. Choice (E) contradicts the passage entirely, as whistled languages supplement rather than replace spoken ones.

15. Ans: (B) – announce his decision to end armed resistance
Explanation: This is a Main Idea question. The speech culminates in the declaration “I will fight no more forever” (lines 10-11), announcing surrender. Choice (A) is incorrect because Chief Joseph announces surrender but does not negotiate terms. Choice (D) contradicts the entire speech, which explains why fighting must end.

16. Ans: (B) – I remember and value it
Explanation: This is a Vocabulary in Context question. In line 2, Chief Joseph says he keeps General Howard’s words “in my heart,” suggesting he remembers and respects them. Choice (A) misinterprets the phrase as describing pain rather than memory. Choice (E) contradicts the context, which shows respect for Howard’s words.

17. Ans: (A) – the traditional leadership structure has been disrupted by death
Explanation: This is an Inference question. Chief Joseph has just stated that the old men and traditional chiefs are all dead (lines 2-4), so young men now make decisions by default. Choice (B) distorts the meaning; the young lead because elders are dead, not because of disobedience. Choice (C) is wrong because Chief Joseph refers to others being dead, not to his own age.

18. Ans: (B) – emphasize the physical suffering of his people, especially children
Explanation: This is an Author’s Purpose question. The repeated mentions of cold, lack of blankets, and “little children are freezing to death” (lines 5-9) emphasize suffering to explain the necessity of surrender. Choice (C) is wrong because the speech does not request supplies; it announces surrender. Choice (E) is incorrect because Chief Joseph does not assign blame for the lack of provisions.

19. Ans: (B) – resigned and sorrowful
Explanation: This is a Tone/Mood question. Phrases like “I am tired,” “my heart is sick and sad,” and the acceptance of surrender (lines 2, 10-11) convey resignation and sorrow. Choice (A) is incorrect because the speech expresses acceptance, not defiance. Choice (D) is wrong because while there is sadness, there is no accusatory anger directed at anyone.

20. Ans: (B) – create a solemn and definitive conclusion to the speech
Explanation: This is a Structure/Organization question. The final sentence “From where the sun now stands I will fight no more forever” (lines 10-11) uses elevated, formal language to create a memorable, final statement. Choice (A) is incorrect because “where the sun now stands” is a poetic way of saying “from this moment,” not a timeline. Choice (C) contradicts the word “forever,” which indicates no future fighting.