SSAT Reading Practice Worksheet - 86

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 Claudia reached the platform, and she watched the rear car diminish into the gray morning fog that clung to the tracks like wet wool. She stood motionless, her leather valise still gripped in one hand, (5) feeling the peculiar weightlessness that comes when a long-anticipated departure suddenly becomes impossible. She had risen at four, dressed in darkness, left the house on Pemberton Street without waking her father, walked the two miles to the station – all to catch this particular train, (10) the 6:42 to Montreal, the only one that would deliver her to the conservatory before the audition roster closed at noon.     Behind her, the station clock struck the quarter hour. Claudia turned and studied the departure board, though (15) she already knew what it would say: the next northbound train left at 9:15. Too late. The audition slot she had secured after months of correspondence would be forfeited. Another girl – someone punctual, someone whose alarm clock (20) had not failed – would play the Chopin nocturne for the adjudicators instead.

1. The primary purpose of the passage is to

1. describe the layout and atmosphere of a train station in the early morning
2. explain the importance of punctuality when traveling by rail
3. portray a character experiencing the immediate aftermath of a missed opportunity
4. criticize a young woman for failing to plan her journey adequately
5. trace the history of Claudia’s relationship with her father

2. As used in line 6, the word "peculiar" most nearly means

1. strange
2. distinctive
3. eccentric
4. exclusive
5. inappropriate

3. The passage suggests that Claudia left her house without waking her father because

1. she wished to avoid an emotional farewell
2. her father disapproved of her travel plans
3. the early hour required her to depart quietly
4. she had quarreled with him the previous evening
5. her father had forbidden her to attend the audition

4. The comparison of fog to "wet wool" (line 5) primarily serves to emphasize the fog’s

1. color and temperature
2. density and texture
3. movement and speed
4. origin and composition
5. beauty and delicacy

5. The passage indicates that Claudia’s audition slot was difficult to obtain because

1. the conservatory rarely accepted new students
2. she had spent months securing it through letters
3. her musical abilities were not yet fully developed
4. the train schedule made travel to Montreal challenging
5. other applicants had tried to claim her appointment time

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

1. bitterly resentful
2. cautiously optimistic
3. quietly despairing
4. sharply satirical
5. warmly nostalgic

7. The detail that Claudia "already knew what it would say" (lines 15-16) suggests that she

1. had memorized the train schedule in advance
2. had missed this particular train on previous occasions
3. preferred to travel by a different route to Montreal
4. was uncertain whether another train would be available
5. intended to abandon her plans to attend the audition

Passage 2

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

    When a beaver fells a tree, it does far more than create a dam. The rodent sets in motion a cascade of ecological changes that can transform an entire watershed. Ecologists classify the beaver as a "keystone species" – an organism whose impact on (5) its environment is disproportionately large relative to its abundance. Remove the beaver from a landscape, and the whole system reorganizes itself, often in ways that diminish biodiversity.     The beaver’s engineering prowess creates wetlands where none existed before. (10) By damming streams, beavers raise water tables, slow runoff, and trap sediment. These beaver ponds become nurseries for amphibians, nesting sites for waterfowl, and hunting grounds for predators such as mink and otter. The standing dead trees – drowned by (15) the rising water – provide habitat for cavity-nesting birds and insects. A single beaver colony can increase local bird diversity by forty percent.     Yet for two centuries, the beaver was nearly extirpated from North America. Demand for (20) beaver pelts in European hat-making drove trappers ever westward, reducing populations from an estimated sixty million in 1600 to fewer than one hundred thousand by 1900. Only aggressive conservation efforts in the twentieth century allowed (25) beaver populations to recover. Today, as ecologists recognize the value of wetland ecosystems, some land managers actively encourage beaver recolonization, viewing the animals as cost-free restoration agents capable of reversing decades of stream degradation.

8. The main idea of the passage is that

1. beavers are among the most intelligent mammals in North America
2. beavers play a crucial ecological role by creating and maintaining wetland habitats
3. European demand for beaver pelts caused widespread environmental damage
4. wetland ecosystems support a greater variety of species than forests do
5. conservation efforts in the twentieth century were more successful than those in earlier periods

9. As used in line 4, the word "abundance" most nearly means

1. wealth
2. generosity
3. population
4. prosperity
5. excess

10. According to the passage, beaver ponds benefit waterfowl by providing

1. hunting grounds for capturing prey
2. locations suitable for building nests
3. protection from predators such as mink
4. increased populations of amphibians
5. standing dead trees for cavity nesting

11. The passage suggests that the term "keystone species" refers to organisms that

1. are the most numerous animals in their ecosystems
2. have an ecological influence greater than their numbers would suggest
3. build physical structures that alter their surroundings
4. face the highest risk of extinction due to human activity
5. serve as prey for a wide variety of predators

12. The author mentions "cost-free restoration agents" (line 27) in order to

1. argue that beaver reintroduction programs require minimal funding
2. contrast beavers with other animals used in ecological restoration
3. emphasize the economic advantage of using beavers to restore degraded streams
4. suggest that government agencies should not pay for wetland restoration
5. criticize land managers who oppose beaver recolonization

13. The passage indicates that beaver populations declined primarily because

1. wetland habitats were drained for agricultural use
2. predators such as mink and otter competed with beavers for territory
3. commercial trapping reduced their numbers to meet demand for pelts
4. European settlers viewed beavers as pests that damaged property
5. climate change altered the stream ecosystems where beavers lived

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

1. a chronological narrative of beaver population changes over four centuries
2. an explanation of beaver ecology followed by a historical account of population decline and recovery
3. a comparison of beaver behavior in different geographic regions
4. a scientific argument for and against beaver reintroduction programs
5. a detailed description of how beavers construct dams and lodges

Passage 3

The following is excerpted from Chief Seattle’s response to the U.S. government’s offer to purchase tribal lands, 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? (5) Every part of this earth is sacred to my people. Every shining pine needle, every 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 (10) the trees carries the memories of the red man.     We know that the white man does not understand our ways. One portion of land is the same to him as the next, for he is a stranger who comes in the night and takes from the land (15) whatever he needs. The earth is not his brother, but his enemy, and when he has conquered it, he moves on. He leaves his father’s graves behind, and he does not care. He kidnaps the earth from his children, and he does not care. (20) His father’s grave and his children’s birthright are forgotten. He treats his mother, the earth, and his brother, the sky, as things to be bought, plundered, sold like sheep or bright beads.

15. The primary purpose of this passage is to

1. negotiate favorable terms for the sale of tribal lands
2. express a fundamental difference in worldview regarding the relationship between humans and nature
3. describe the specific boundaries of the territory being discussed
4. request that the U.S. government reconsider its offer to purchase land
5. compare the relative strengths of Native American and white American cultures

16. As used in line 9, the word "courses" most nearly means

1. routes
2. classes
3. flows
4. proceeds
5. races

17. The rhetorical questions in lines 1-4 primarily serve to

1. request information about the government’s purchasing process
2. highlight the speaker’s confusion about legal property rights
3. emphasize the absurdity of commodifying natural elements
4. suggest that the offer price is insultingly low
5. demonstrate respect for the government officials present

18. According to the passage, the white man differs from the speaker’s people in that the white man

1. values agricultural land more highly than forest land
2. views land as interchangeable and exploitable rather than sacred
3. prefers to settle in fertile river valleys
4. travels constantly and never establishes permanent settlements
5. refuses to negotiate with Native American leaders

19. The statement "He kidnaps the earth from his children" (lines 18-19) suggests that the white man

1. literally steals land that rightfully belongs to his offspring
2. deprives future generations of natural resources through overconsumption
3. takes Native American children from their families
4. refuses to pass property on through inheritance
5. educates his children about the value of land ownership

20. The tone of the passage can best be characterized as

1. bitterly sarcastic and mocking
2. mournfully reflective and accusatory
3. coolly analytical and detached
4. enthusiastically optimistic
5. humbly apologetic

■ ■ ■   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: (C) – portray a character experiencing the immediate aftermath of a missed opportunity
Explanation: This is a Main Idea/Author’s Purpose question. The passage focuses on Claudia’s reaction to missing the train and realizing the consequences for her conservatory audition (lines 6-11 and 16-21). Choice (A) is incorrect because while the station is mentioned, it is not the primary focus of the passage. Choice (B) is too narrow, as the passage is about a specific character’s missed opportunity, not a general lesson about punctuality.

2. Ans: (B) – distinctive
Explanation: This is a Vocabulary in Context question. In line 6, "peculiar" describes the specific type of weightlessness Claudia feels, suggesting something characteristic or distinctive of that particular situation. Choice (A) is incorrect because while "peculiar" can mean "strange," the context emphasizes the specific quality of this feeling, not its oddness. Choice (C) is wrong because "eccentric" implies unusual behavior in people, not a quality of a feeling.

3. Ans: (C) – the early hour required her to depart quietly
Explanation: This is an Inference question. The passage states Claudia "had risen at four, dressed in darkness" (line 7) to catch the early train, suggesting the need for quiet departure was practical rather than emotional. Choice (A) is incorrect because there is no textual evidence of Claudia’s emotional state regarding her father. Choice (E) is wrong because nothing in the passage indicates her father had forbidden the trip.

4. Ans: (B) – density and texture
Explanation: This is a Structure/Literary Device question. The simile "wet wool" (line 5) evokes both the thick, heavy quality and the soft, clinging texture of the fog on the tracks. Choice (A) is incorrect because while wool can suggest temperature, the comparison primarily emphasizes physical qualities of density. Choice (E) is wrong because "wet wool" suggests heaviness and thickness, not delicacy.

5. Ans: (B) – she had spent months securing it through letters
Explanation: This is a Detail/Fact question. Lines 17-18 explicitly state that Claudia had secured the slot "after months of correspondence." Choice (A) is too broad and not supported by the passage. Choice (D) is incorrect because while the train schedule creates a problem in the passage, it is not mentioned as a reason the audition slot was difficult to obtain.

6. Ans: (C) – quietly despairing
Explanation: This is a Tone/Mood question. The passage conveys Claudia’s sense of loss and resignation through details like her motionless stance (line 4), the "peculiar weightlessness" (line 6), and her awareness that her opportunity will be "forfeited" (line 19). Choice (A) is incorrect because while Claudia experiences disappointment, there is no evidence of bitter resentment. Choice (B) is wrong because the passage offers no suggestion of optimism – the situation is presented as irreversible.

7. Ans: (A) – had memorized the train schedule in advance
Explanation: This is an Inference question. The statement that Claudia "already knew" what the board would display (lines 15-16) before looking at it suggests she had studied the schedule carefully in planning her trip. Choice (B) is incorrect because nothing in the passage indicates she had missed trains previously. Choice (D) directly contradicts the passage, which shows Claudia knew exactly what the schedule would say.

8. Ans: (B) – beavers play a crucial ecological role by creating and maintaining wetland habitats
Explanation: This is a Main Idea question. The passage discusses beavers as keystone species (lines 3-7), describes how their dams create wetlands that support diverse wildlife (lines 9-16), and notes their use in ecological restoration (lines 26-28). Choice (C) is too narrow, addressing only one paragraph of the passage. Choice (D) is not stated in the passage and makes a comparison the author never makes.

9. Ans: (C) – population
Explanation: This is a Vocabulary in Context question. In line 4, "abundance" refers to the number of beavers present, contrasting with their large ecological impact. Choice (A) is incorrect because while "abundance" can relate to wealth in other contexts, here it refers specifically to numerical presence. Choice (E) is wrong because "excess" implies too much of something, which is not the meaning intended here.

10. Ans: (B) – locations suitable for building nests
Explanation: This is a Detail/Fact question. Lines 12-13 explicitly state that beaver ponds become "nesting sites for waterfowl." Choice (A) is incorrect because the passage describes ponds as "hunting grounds for predators such as mink and otter" (line 13), not for waterfowl. Choice (E) confuses two separate benefits – the standing dead trees provide habitat for cavity-nesting birds (lines 14-16), not waterfowl.

11. Ans: (B) – have an ecological influence greater than their numbers would suggest
Explanation: This is an Inference question. Lines 4-5 define keystone species as organisms whose "impact on its environment is disproportionately large relative to its abundance." Choice (A) reverses the definition – keystone species have large impacts despite not being numerous. Choice (C) is too narrow, as it focuses only on physical structure-building rather than the broader concept of disproportionate impact.

12. Ans: (C) – emphasize the economic advantage of using beavers to restore degraded streams
Explanation: This is an Author’s Purpose question. The phrase "cost-free restoration agents" (line 27) highlights that beavers provide ecological restoration services without requiring human labor or funding. Choice (A) is incorrect because it focuses on reintroduction program costs rather than the restoration work itself. Choice (D) distorts the author’s point – the passage does not argue against government funding in general.

13. Ans: (C) – commercial trapping reduced their numbers to meet demand for pelts
Explanation: This is a Detail/Fact question. Lines 19-22 explicitly state that "demand for beaver pelts in European hat-making drove trappers ever westward, reducing populations" from sixty million to fewer than one hundred thousand. Choice (A) is not mentioned anywhere in the passage. Choice (B) contradicts the passage, which describes mink and otter using beaver ponds (line 13), not competing with beavers.

14. Ans: (B) – an explanation of beaver ecology followed by a historical account of population decline and recovery
Explanation: This is a Structure/Organization question. The first two paragraphs explain beavers’ ecological role (lines 1-16), while the third paragraph traces their historical population decline and recovery (lines 17-28). Choice (A) is incorrect because the passage is not purely chronological – it begins with ecological explanation, not historical narrative. Choice (C) is wrong because the passage never compares beaver behavior in different regions.

15. Ans: (B) – express a fundamental difference in worldview regarding the relationship between humans and nature
Explanation: This is a Main Idea/Author’s Purpose question. The passage contrasts the speaker’s view of land as sacred (lines 5-10) with the white man’s view of land as commodity (lines 11-23). Choice (A) is incorrect because the speaker questions the very concept of buying land (lines 1-4), not negotiating terms. Choice (D) is wrong because the speaker does not request reconsideration but rather expresses philosophical opposition.

16. Ans: (C) – flows
Explanation: This is a Vocabulary in Context question. In line 9, "courses through" describes the movement of sap within trees, making "flows" the most accurate synonym. Choice (A) is incorrect because while "courses" can mean "routes," the context requires a verb describing liquid movement, not a noun. Choice (B) is wrong because "courses" as in academic classes is unrelated to this context.

17. Ans: (C) – emphasize the absurdity of commodifying natural elements
Explanation: This is a Structure/Rhetorical Device question. The questions in lines 1-4 ("How can you buy or sell the sky, the warmth of the land?") are rhetorical, highlighting the speaker’s view that natural elements cannot and should not be owned or sold. Choice (A) is incorrect because these are rhetorical questions, not genuine requests for information. Choice (B) is wrong because the speaker is not confused but rather asserting a philosophical position.

18. Ans: (B) – views land as interchangeable and exploitable rather than sacred
Explanation: This is a Detail/Inference question. Lines 12-14 state that for the white man "one portion of land is the same to him as the next" and he "takes from the land whatever he needs," contrasting with the speaker’s view of land as sacred (lines 5-7). Choice (D) is incorrect because while the passage says the white man "moves on" (line 17), this describes exploitation, not constant travel without settlement. Choice (E) is not mentioned in the passage.

19. Ans: (B) – deprives future generations of natural resources through overconsumption
Explanation: This is an Extended Reasoning/Inference question. The metaphor of "kidnapping the earth" from children (lines 18-19) suggests taking away what should belong to them, specifically in the context of treating nature as something to be "plundered" (line 22). Choice (A) is too literal an interpretation of a metaphorical statement. Choice (C) misinterprets the figurative language about "children" as referring to Native American children rather than future generations.

20. Ans: (B) – mournfully reflective and accusatory
Explanation: This is a Tone/Mood question. The passage combines sadness about the loss of sacred connection to land (lines 5-10) with pointed criticism of the white man’s treatment of nature (lines 11-23), creating a tone both mournful and accusatory. Choice (A) is incorrect because while the passage is critical, it is not sarcastic or mocking in tone. Choice (C) is wrong because the passage is emotionally engaged and passionate, not analytical or detached.