SSAT Reading Practice Worksheet - 71

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 morning my brother left for the war, the sky hung low and grey over our valley like a wet wool blanket. I stood at the kitchen window watching him load his duffel into Mr. Harrison’s truck, my fingers leaving prints on the cold glass. Mama had been up since four, baking bread she (5) knew he wouldn’t eat, her hands working the dough with a fury that had nothing to do with yeast or flour.     “Clara,” she said without turning from the counter, “go tell your brother his breakfast is ready.”     But I didn’t move. I was thinking about the summer before, when Jack and I had spent (10) whole afternoons down by Miller’s Creek, him teaching me to skip stones across the water. He’d been patient then, counting my attempts, showing me again and again how to hold my wrist just so. Seven skips was my record. Jack could do twelve.     “Clara.” (15) Mama’s voice was sharper now.     I walked outside into the damp air. Jack was cinching down the tarp over his bag, his movements quick and practiced. When he saw me, he grinned-that same lopsided grin that had gotten him out of trouble a hundred times. But his eyes weren’t smiling.     “You keep an eye on Mama,” he said. (20) “And don’t let her work herself to death in that garden.”     I nodded, not trusting my voice. The engine of Mr. Harrison’s truck coughed to life.

1. The primary purpose of the passage is to

1. describe the relationship between a sister and brother during wartime
2. capture a moment of departure and its emotional weight
3. criticize the effects of war on rural communities
4. explain why the narrator feels abandoned by her family
5. illustrate the daily routines of a farming household

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

1. anger
2. intensity
3. violence
4. speed
5. confusion

3. The detail about the narrator’s fingerprints on the glass (line 4) suggests that she

1. has been standing at the window for some time
2. is careless about keeping the house clean
3. wants to create a barrier between herself and her brother
4. is trying to signal to someone outside
5. feels physically cold from the morning air

4. The memory of skipping stones (lines 9-13) serves primarily to

1. demonstrate the narrator’s athletic abilities
2. show that Jack was a skilled teacher
3. contrast a peaceful past with an uncertain present
4. explain why the narrator prefers summer to other seasons
5. prove that the narrator was competitive with her brother

5. The narrator’s initial refusal to call Jack for breakfast (lines 8-9) most likely indicates that she

1. is angry at her mother for waking up so early
2. believes Jack has already eaten
3. wants to delay the moment of his departure
4. is distracted by the view from the window
5. doesn’t want to interrupt her own thoughts

6. The description of Jack’s grin as “lopsided” (line 18) and the statement that “his eyes weren’t smiling” (lines 18-19) together suggest that Jack is

1. genuinely happy to be leaving home
2. attempting to hide his true feelings
3. physically injured from loading his belongings
4. angry at his sister for not helping him
5. confused about his mother’s behavior

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

1. bitter and resentful
2. nostalgic and somber
3. joyful and celebratory
4. detached and clinical
5. anxious and frantic

Passage 2

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

The phenomenon known as “tip-of-the-tongue” states has long fascinated cognitive psychologists and neurolinguists. This peculiar experience-the frustrating certainty that you know a word, coupled with the maddening inability to retrieve it-occurs across languages and cultures, suggesting it may be a universal feature of (5) human memory architecture. Recent research has begun to illuminate not only why these lapses happen but also what they reveal about the intricate filing system of the human brain.     When we store words in memory, we don’t simply tuck them away as complete packages. Instead, the brain appears to file different aspects of a (10) word-its meaning, its sound, its spelling-in separate neural networks. A tip-of-the-tongue state arises when the semantic information (what the word means) becomes activated, but the phonological information (what the word sounds like) remains frustratingly out of reach. This explains why people experiencing the phenomenon can often recall the first letter of the elusive word, (15) estimate its number of syllables, or even retrieve words with similar meanings, yet cannot produce the word itself.     Interestingly, tip-of-the-tongue states become more frequent with age, though this increase doesn’t necessarily signal cognitive decline. Older adults simply have more words stored in their mental lexicons, which means more (20) opportunities for retrieval failures. The phenomenon also occurs more often with proper names and infrequently used words, supporting the theory that memory strength correlates with frequency of access.

8. The main purpose of the passage is to

1. argue that tip-of-the-tongue states indicate serious memory problems
2. compare memory systems across different languages
3. explain the causes and characteristics of a common memory phenomenon
4. describe recent advances in neuroscience technology
5. prove that older adults have superior vocabularies to younger people

9. According to the passage, tip-of-the-tongue states occur when

1. the brain has not stored a word in memory
2. semantic information is accessible but phonological information is not
3. a person uses a word too frequently
4. neural networks are damaged by aging
5. people attempt to recall words in a foreign language

10. As used in line 6, the word “illuminate” most nearly means

1. brighten
2. clarify
3. highlight
4. expose
5. decorate

11. The passage suggests that people experiencing a tip-of-the-tongue state can often do all of the following EXCEPT

1. identify the first letter of the word they are trying to recall
2. estimate how many syllables the word contains
3. retrieve words with similar meanings
4. remember when they last used the word
5. activate the semantic information associated with the word

12. The author mentions that tip-of-the-tongue states are “universal” (line 4) in order to

1. suggest that all languages have identical vocabulary structures
2. prove that memory problems affect everyone equally
3. indicate that the phenomenon reflects fundamental features of human cognition
4. demonstrate that psychological research is conducted worldwide
5. argue that cultural differences don’t affect language learning

13. According to the passage, the increased frequency of tip-of-the-tongue states in older adults is primarily due to

1. deterioration of neural networks
2. a larger vocabulary providing more opportunities for retrieval failure
3. decreased use of proper names
4. slower processing of semantic information
5. weakened connections between different brain regions

14. The passage’s reference to the brain’s “intricate filing system” (line 6) primarily serves to

1. introduce a metaphor for how memory organizes information
2. criticize previous theories about memory storage
3. describe the physical structure of brain tissue
4. compare human memory to computer databases
5. explain why some people have better memories than others

Passage 3

The following passage is excerpted from Chief Seattle’s reply to the U.S. government regarding the proposed purchase of Native American land, delivered in 1854.

How can you buy or sell the sky, the warmth of the land? The idea is strange to us. If we do not own the freshness of the air and the sparkle of the water, how can you buy them? Every part of this earth is sacred to my people. Every shining pine needle, every (5) sandy shore, every mist in the dark woods, every clearing and humming insect is holy in the memory and experience of my people. The sap which courses through the trees carries the memories of the red man.     The white man’s dead forget the country of their birth when they go to walk among the stars. Our dead never (10) forget this beautiful earth, for it is the mother of the red man. We are part of the earth and it is part of us. The perfumed flowers are our sisters; the deer, the horse, the great eagle, these are our brothers. The rocky crests, the juices in the meadows, the body heat of the pony, and man-all belong to the same family. (15)     So, when the Great Chief in Washington sends word that he wishes to buy our land, he asks much of us. The Great Chief sends word he will reserve us a place so that we can live comfortably to ourselves. He will be our father and we will be his children. So we will consider your offer to buy our land. But it will not be easy. (20) For this land is sacred to us.

15. The primary rhetorical strategy Chief Seattle uses in the opening lines (lines 1-3) is

1. answering his own questions to demonstrate superior knowledge
2. asking questions to highlight a fundamental difference in worldviews
3. using questions to express genuine confusion about legal procedures
4. posing questions to delay having to give a direct answer
5. presenting questions that have obvious and simple answers

16. As used in line 5, the word “holy” most nearly means

1. religious
2. blessed
3. sacred
4. pure
5. perfect

17. Chief Seattle’s statement that “The sap which courses through the trees carries the memories of the red man” (lines 6-7) suggests that

1. Native Americans have a biological connection to plant life
2. the history and identity of his people are inseparable from the land
3. trees contain literal records of past events
4. the natural world can communicate human thoughts
5. his people have lived in the same location for only a short time

18. The contrast between how the white man’s dead and the speaker’s dead relate to the earth (lines 8-11) primarily emphasizes

1. different funeral customs between two cultures
2. the superior memory capacity of Native Americans
3. the depth of the spiritual connection his people have with the land
4. the white man’s disrespect for the deceased
5. competing religious beliefs about the afterlife

19. Chief Seattle’s reference to the “Great Chief in Washington” (lines 16-17) can best be described as

1. respectful but distant
2. warmly affectionate
3. openly hostile
4. casually dismissive
5. fearfully submissive

20. The overall purpose of the passage is to

1. accept the government’s offer enthusiastically
2. reject the proposal outright without consideration
3. convey his people’s profound relationship with the land while acknowledging the offer
4. negotiate for a higher purchase price for the territory
5. request that his people be allowed to remain on the land indefinitely

■ ■ ■   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) – capture a moment of departure and its emotional weight
Explanation: This is a Main Idea/Author’s Purpose question. The passage focuses on a single morning when Jack leaves for war, detailing the sensory and emotional experiences of that moment (lines 1-22). While the passage does describe a sibling relationship (A), this is not the primary purpose but rather the vehicle through which the departure scene is conveyed. Choice (E) is too narrow, as the passage focuses on an extraordinary moment rather than daily routines.

2. Ans: (B) – intensity
Explanation: This is a Vocabulary in Context question. In line 5, “fury” describes how Mama works the dough, with the passage clarifying that this energy “had nothing to do with yeast or flour,” meaning it stems from emotion rather than the baking itself. While “fury” can mean anger (A), in this context it refers to the intense, forceful energy with which she works. Choice (C) is too extreme and literal for the context of kneading bread.

3. Ans: (A) – has been standing at the window for some time
Explanation: This is an Inference question. The detail about fingerprints suggests prolonged contact with the glass (line 4), indicating Clara has been watching for a while. Choice (B) misreads the detail as indicating carelessness rather than emotional absorption. Choice (D) invents a motivation not supported by the passage.

4. Ans: (C) – contrast a peaceful past with an uncertain present
Explanation: This is a Structure/Author’s Purpose question. The memory of leisurely summer afternoons learning to skip stones (lines 9-13) stands in sharp contrast to the tense morning of Jack’s departure for war. While the memory does show Jack was patient as a teacher (B), this is a detail rather than the primary structural purpose of including the memory. Choice (E) misreads the passage; the narrator’s counting of skips shows achievement, not competition.

5. Ans: (C) – wants to delay the moment of his departure
Explanation: This is an Inference question. Clara’s refusal to move when asked to call Jack (lines 8-9), combined with the emotional context of his departure, suggests she wants to postpone the inevitable goodbye. Choice (A) misattributes her motivation to anger at her mother rather than sadness about her brother leaving. Choice (D) is too superficial, missing the emotional subtext of the scene.

6. Ans: (B) – attempting to hide his true feelings
Explanation: This is an Inference question. The contrast between Jack’s grin and his eyes that “weren’t smiling” (lines 18-19) indicates an attempt to appear cheerful while feeling otherwise. Choice (A) directly contradicts the evidence that his eyes weren’t smiling. Choice (C) invents a physical cause not mentioned in the passage.

7. Ans: (B) – nostalgic and somber
Explanation: This is a Tone/Mood question. The passage combines wistful memories of the past (lines 9-13) with the heavy sadness of impending departure (lines 1-22), creating a nostalgic and somber mood. Choice (A) is too negative; there is sadness but no bitterness. Choice (E) overstates the emotional intensity; the tone is sad and reflective rather than frantic.

8. Ans: (C) – explain the causes and characteristics of a common memory phenomenon
Explanation: This is a Main Idea question. The passage systematically describes what tip-of-the-tongue states are, why they occur, and what patterns they follow (lines 1-23). Choice (A) contradicts the passage, which explicitly states that increased frequency in older adults “doesn’t necessarily signal cognitive decline” (line 18). Choice (D) is too broad; while research is mentioned, technological advances are not the focus.

9. Ans: (B) – semantic information is accessible but phonological information is not
Explanation: This is a Detail/Fact question. Lines 11-14 state explicitly that tip-of-the-tongue states arise “when the semantic information (what the word means) becomes activated, but the phonological information (what the word sounds like) remains frustratingly out of reach.” Choice (A) reverses the relationship; the word is stored but cannot be fully retrieved. Choice (D) contradicts lines 17-19, which explain the increase is due to larger vocabularies, not damage.

10. Ans: (B) – clarify
Explanation: This is a Vocabulary in Context question. In line 6, research has begun to “illuminate” why these lapses happen, meaning to make clear or explain. While “illuminate” literally means to brighten (A), the context is about understanding, not literal light. Choice (E) is a meaning of “illuminate” not appropriate to this context.

11. Ans: (D) – remember when they last used the word
Explanation: This is a Detail/Fact question. Lines 14-16 list what people can do during tip-of-the-tongue states: recall the first letter, estimate syllables, and retrieve similar words. The passage never mentions remembering when the word was last used (D). Choice (A) is directly stated in line 14. Choice (E) is stated in lines 11-12.

12. Ans: (C) – indicate that the phenomenon reflects fundamental features of human cognition
Explanation: This is an Author’s Purpose question. The passage states that the phenomenon occurs “across languages and cultures, suggesting it may be a universal feature of human memory architecture” (lines 3-5), indicating something fundamental about how all human brains work. Choice (A) is too narrow and not stated in the passage. Choice (B) misinterprets “universal” as being about equality rather than about fundamental cognitive structure.

13. Ans: (B) – a larger vocabulary providing more opportunities for retrieval failure
Explanation: This is a Detail/Fact question. Lines 18-20 explicitly state that “Older adults simply have more words stored in their mental lexicons, which means more opportunities for retrieval failures.” Choice (A) contradicts the passage, which says the increase “doesn’t necessarily signal cognitive decline” (line 18). Choice (C) reverses the relationship; the passage says tip-of-the-tongue states occur more with proper names (line 21), not less.

14. Ans: (A) – introduce a metaphor for how memory organizes information
Explanation: This is a Structure/Author’s Purpose question. The “filing system” phrase (line 6) serves as a metaphor to help readers understand how the brain organizes different aspects of words in separate locations, as explained in lines 8-11. Choice (D) is too specific; while filing systems might evoke computers, the passage doesn’t make this comparison. Choice (E) is not addressed in the passage.

15. Ans: (B) – asking questions to highlight a fundamental difference in worldviews
Explanation: This is a Structure/Rhetorical Strategy question. The opening questions “How can you buy or sell the sky, the warmth of the land?” (lines 1-2) emphasize that the concept of land ownership is “strange” to his people (line 2), revealing fundamentally different perspectives. Choice (C) misreads the rhetorical questions as literal confusion. Choice (E) is incorrect because the questions are rhetorical and reveal a profound philosophical difference, not obvious answers.

16. Ans: (C) – sacred
Explanation: This is a Vocabulary in Context question. In line 5, “holy” describes how the clearing and insects exist “in the memory and experience of my people,” and the passage begins by calling this earth “sacred” (line 4), making “sacred” the most precise synonym in context. While “religious” (A) relates to holiness, “sacred” better captures the deep spiritual significance without the institutional connotations of “religious.” Choice (E) is incorrect because “holy” in this context means spiritually significant, not without flaws.

17. Ans: (B) – the history and identity of his people are inseparable from the land
Explanation: This is an Inference question. The metaphor of sap carrying memories (lines 6-7) suggests that the land itself holds the experiences and identity of his people, making them inseparable. Choice (A) is too literal; this is a metaphor, not a claim about biological connection. Choice (C) misreads the figurative language as literal recording.

18. Ans: (C) – the depth of the spiritual connection his people have with the land
Explanation: This is an Author’s Purpose/Extended Reasoning question. The contrast shows that while the white man’s dead “forget the country of their birth” (line 9), his people’s dead “never forget this beautiful earth” (lines 9-10), emphasizing an eternal bond. Choice (A) is too narrow and literal; the point is spiritual, not about burial practices. Choice (D) makes a judgment not present in the passage.

19. Ans: (A) – respectful but distant
Explanation: This is a Tone question. The term “Great Chief” (line 16) shows respect for authority, but the formal, third-person reference maintains emotional distance rather than warmth. Choice (B) is too warm; there is no affection expressed. Choice (E) misreads the tone; while Chief Seattle is considering the offer, he speaks with dignity, not fear.

20. Ans: (C) – convey his people’s profound relationship with the land while acknowledging the offer
Explanation: This is a Main Idea/Author’s Purpose question. The passage dedicates most of its length to explaining the sacred connection to the land (lines 1-15), then acknowledges they will “consider your offer” (lines 18-19) while noting “it will not be easy” (line 19). Choice (A) contradicts the statement that acceptance will not be easy and the land is sacred (lines 19-20). Choice (B) is incorrect because he explicitly states “we will consider your offer” (lines 18-19).