SSAT & ISEE Prep 2023 - Princeton Review 2023

SSAT reading
The SSAT

AN OPEN-BOOK TEST

Keep in mind when you approach the Reading Section of the test that it is an open-book test. But you can’t read the passages in advance of the test to prepare, and you have a limited amount of time to get through the passages and questions. So, what does this all mean? You will be much better served to take a strategic approach.

Read with a Purpose

When you read for school, you have to read everything—carefully. Not only is there no time for such an approach on the SSAT, but reading carefully at the outset does not even make sense. Each passage has only a few questions, and all you need to read and process is the information that will provide answers to those questions. As only questions can generate points, your goal is to get to the questions as quickly as possible.

Even so, it does help to have a high-level overview of the passage before you attack the questions. There are two ways to accomplish this goal.

· If you are a fairly fast reader, get through the passage quickly, ignoring the nitty-gritty and focusing on the overall point of each paragraph. Jot the point down.

· If you don’t read quickly enough to read the entire passage in a way that will provide you with the overall point of the paragraphs, read the first sentence of each paragraph. For a very short passage, you should read through it quickly, however.

Once you have identified the point of each paragraph, those points will flow into the overall purpose of the passage and also provide a map of where to find detailed information. Once you have established the purpose and map, you should go right to the questions.

Answering Questions

Some questions are about particular parts of a passage, while others are about the passage as a whole. Depending on how well you understood the purpose of the passage, you may be able to answer big picture questions quite easily. Detail questions, on the other hand, will require some work; after all, you didn’t get lost in the details when you got through the passage quickly!

For a particular detail question, you will need to go back to the passage with the question in mind and find the answer in the passage. Let’s repeat that last part: you should find the answer in the passage. If you know what the answer should look like, it is much easier to evaluate the answers. True, some questions cannot be answered in advance, such as “Which one of the following questions is answered in the passage?” But the general rule is find the answer before you go to the choices.

By reading more quickly up front, you have more time to spend on finding the answer to a particular question.

In all cases, you should use effective Process of Elimination. Correct answers are fully supported by the text of the passage. There is no reading between the lines, connecting the dots, or getting inside the author’s head. If you are down to two answers, determine which one is not supported by the text of the passage. It takes only one word to doom an otherwise good answer.

In short, follow this process for detail questions:

· Read and understand the question.

· Go to the passage and find the answer (unless the question is too open-ended).

· Use Process of Elimination, getting rid of any answer that is not consistent with the answer you found and/or is not fully supported by the text of the passage.

We will look at some specific question types shortly, but if you follow the general approach outlined here, you will be able to answer more questions accurately.

Pacing

Let’s amend that last statement: you will be able to answer more questions accurately if you have a sound pacing plan. While reading up front more quickly will generate more time for the questions, getting through all the passages and all the questions in the time allotted is difficult for almost all students.

There are typically about eight passages in the section, but the number can vary from test to test. Each passage will have between three and eight questions associated with it, and the passages generally range in length from one to four paragraphs. Some might be fairly quick reads and some might seem denser. They cover a broad array of topics, from history to science to fiction and even poetry. You may relate to some passages but not to others. On top of that, if you are rushing through the section to make sure you answer every single question, you are likely making a lot of mistakes. Slow down to increase your accuracy.

Doing fewer passages accurately can generate more points than rushing through more passages.

How many passages should you do? That depends on you. You should attack as many passages as you can while still maintaining a high degree of accuracy. If, for example, eliminating one passage allows you to answer all but one or two questions correctly, while rushing through all the passages creates a lot of silly mistakes, skip one passage.

Also, pick your passages wisely. You don’t get extra credit for answering questions on a complicated passage correctly. If you begin a passage and are thinking “Uh, what?” move on to another passage. You might end up coming back to the passage, or you may never look at it again. What is most important is that you nail the easier passages before you hit the ones that seem harder to you.

STEP ONE: READING THE PASSAGE

Let’s put the new reading approach into practice.

Label the Paragraphs

After you read each paragraph, ask yourself what you just read. Put it in your own words—just a couple of words—and write the point down on your scratch paper or, on a paper-based test, next to the paragraph. This way you’ll have something to guide you back to the relevant part of the passage when you answer a question. The key to labeling the paragraphs is to practice—you need to do it quickly, coming up with one or two words that accurately remind you of what’s in the paragraph.

If the passage has only one paragraph, come up with a single label. Poems do not need to be labeled.

State the Main Idea

After you have read the entire passage, ask yourself the following two questions:

· “What?” What is the passage about?

· “So what?” What’s the author’s point about this topic?

The answers to these questions will show you the main idea of the passage. Scribble down this main idea in just a few words. The answer to “What?” is the thing that was being talked about—“bees” or “weather forecasting.” The answer to “So what?” gives you the rest of the sentence—“Bees do little dances that tell other bees where to go for pollen,” or “Weather forecasting is complicated by many problems.”

Don’t assume you will find the main idea in the first sentence. While often the main idea is in the beginning of the passage, it is not always in the first sentence or even the first paragraph. The beginning may just be a lead-in to the main point.

PRACTICE DRILL 1—GETTING THROUGH THE PASSAGE

As you quickly read each paragraph, label it. When you finish the passage, answer “What?” and “So what?” to get the main idea.

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“What” is this passage about?

“So what?” What’s the author’s point?

What type of passage is this?

Check your answers in Chapter 9 to be sure you’re on the right track.

When You Are Done

Don’t forget to check your answers in Chapter 9, this page.

STEP TWO: ANSWERING THE QUESTIONS

Now, we’re getting to the important part of the Reading section. This is where you need to spend time in order to avoid careless errors. After reading a passage, you’ll have a group of questions that are in no particular order. The first thing you need to decide is whether the question you’re answering is general or specific.

General Questions

General questions are about the passage as a whole. They come in a variety of forms but ideally all can be answered based on your initial read.

Main idea

· Which of the following best expresses the main point?

· The passage is primarily about

· The main idea of the passage is

· The best title for this passage would be

Purpose

· The purpose of the passage is

· The author wrote this passage to

Tone/attitude

· The author’s tone is

· The attitude of the author is one of

Odd ball

· Where would you be likely to find this passage?

· Which is likely to happen next?

· The author will most likely discuss next

Notice that all of these questions require you to know the main idea, but the ones at the beginning of the list don’t require anything else, and the ones toward the end require you to use a bit of common sense.

Answering a General Question

Keep your answers to “What?” and “So what?” in mind. The answer to a general question will concern the main idea. If it helps, you can go back to your paragraph labels. The labels will allow you to look at the passage again without getting bogged down in the details.

· For a straight main idea question, just ask yourself, “What was the ’What? So what?’ for this passage?”

· For a general purpose question, ask yourself, “Why did the author write this?”

· For a tone/attitude question, ask yourself, “How did the author feel about the subject?” Think about tone as you would a text message. Would you say the author feels or ? These signs can help you with Process of Elimination.

· For an oddball question, use common sense and sound Process of Elimination.

Answer the question in your own words before looking at the choices. Eliminate answers that are not consistent with your predicted answer, as well as those that are too broad or too narrow. They should be “just right.”

PRACTICE DRILL 2—ANSWERING A GENERAL QUESTION

Use the passage about Vikings that you just read and labeled. Reread your main idea and answer the following questions. Use the questions on the previous page to help you paraphrase your own answer before looking at the choices. When you’re done, check your answers in Chapter 9.

1.This passage is primarily about

(A) the Vikings and their civilization

(B) the waves of Viking immigration

(D) one Viking’s glimpse of North America

(E) the hazards of Viking travel

What was the answer to “What?” and “So what?” for this passage?

2.What was the author’s purpose in writing this passage?

(A) To turn the reader against Italian adventurers

(B) To show disdain for Erik the Red

(D) To correct a common misconception about the earliest European encounter with America

(E) To prove the Vikings were far more advanced than previously thought

Why did the author write this passage? Think about the main idea.

When You Are Done

Don’t forget to check your answers in Chapter 9, this page.

Specific Questions

Specific questions are about a detail or section of the passage. While the questions can be presented in a number of different ways, they boil down to questions about WHAT the author said, WHY the author said something, Vocab-in-Context, and Literary Devices.

What?

· According to the passage/author

· The author states that

· Which of these questions is answered by the passage?

· The author implies in line X

· It can be inferred from paragraph X

· The most likely interpretation of X is

Why?

· The author uses X to

· Why does the author say X?

Vocab-in-Context

· What does the passage mean by X?

· X probably represents/means

· Which word best replaces the word X without changing the meaning?

· As it is used in ___________, X most nearly means

Specific Interpretation

· The author would be most likely to agree with which one of the following?

· Which one of the following questions is answered in the passage?

Literary Devices

· To describe X, the author uses which of the following literary devices?

· The figure of speech represented in line X is?

· The author uses the expression X to create which literary device?

Check out your online Student Tools for a review of the various literary devices you might be asked about!

Once you have read and understood the question, go to the passage to find the answer. You should be able to find the answer quickly:

· Use your paragraph labels to go straight to the information you need.

· Use the line or paragraph reference, if there is one, but be careful. With a line reference (“In line 10…”), be sure to read the whole surrounding paragraph, not just the line. If the question says, “In line 10…,” then you need to read lines 5 through 15 to actually find the answer.

· Use words that stand out in the question and passage. Names, places, and long words will be easy to find back in the passage. We call these lead words because they lead you back to the right place in the passage.

Once you’re in the right area, answer the question in your own words. Then look at the choices and eliminate any that aren’t like your answer or are not supported by the text of the passage.

For Vocab-in-Context questions, be sure to come up with your own word, based on the surrounding sentences. It does not matter if you do not know the word being tested, as long as you can figure it out from context. Also, even if you do know the word, it may be used in an unusual way. So, always ignore the word and come up with your own before Process of Elimination.

Questions with Special Formats

I, II, III questions

Though not common, the questions that have three Roman numerals are confusing and time-consuming. They look like this:

According to the passage, which of the following is true?

I.The sky is blue.

II.Nothing rhymes with “orange.”

III.Smoking cigarettes increases lung capacity.

(A)I only

(B)II only

(C)III only

(D)I and II only

(E)I, II, and III

On the SSAT, you will need to look up each of the three statements in the passage. This will always be time-consuming, but you can make these questions less confusing by making sure you look up just one statement at a time.

For instance, in the question above, say you look back at the passage and see that the passage says statement I is true. Write a big “T” next to it. What can you eliminate now? Choices (B) and (C), because they do not include the Roman numeral I. Now you check out II and you find that sure enough, the passage says that, too. So II gets a big “T” and you cross off (A). Next, looking in the paragraph you labeled “Smoking is bad,” you find that the passage actually says that smoking decreases lung capacity. What can you eliminate? Choice (E).

You may want to skip a I, II, III question because it will be time-consuming, especially if you’re on your last passage and there are other questions you can do instead. If you have time, you can always come back to this question.

EXCEPT/LEAST/NOT questions

These are other confusing types of questions. The test-writers are reversing what you need to look for, asking you which answer is false.

All of the following can be inferred from the passage EXCEPT

Before you go any further, ignore or cross out the “EXCEPT.” Now, you have a much more positive question to answer. Of course, as always, you will go through all the choices, but for this type of question you will put a little “T” or “F” next to the answers as you check them out. Let’s say we’ve checked out these answers. Here’s what it would look like in a test booklet:

T (A)Americans are patriotic.

T (B)Americans have great ingenuity.

F (C)Americans love war.

T (D)Americans do what they can to help one another.

T (E)Americans are brave in times of war.

Here’s what it would look like on scratch paper:

A T

B T

C F

D T

E T

Which one stands out? The one with the “F.” That’s your answer. You made a confusing question much simpler than the test writers wanted it to be. If you don’t go through all the choices and mark them, you run the risk of accidentally picking one of the choices that you know is true because that’s what you usually look for on reading questions.

You should skip an EXCEPT/LEAST/NOT question if you’re on your last passage and there are other questions you can do instead. If you have time, you can always come back to this question.

PRACTICE DRILL 3—ANSWERING A SPECIFIC QUESTION

Use the passage about Vikings that you just read and labeled. Use your paragraph labels and the lead words in each question to get to the part of the passage you need, and then put the answer in your own words before going back to the choices. When you’re done, check your answers in Chapter 9.

1.According to the passage, Bjarni Herjolfsson left Norway to

(A) found a new colony

(B) open trading lanes

(D) map the North Sea

(E) settle in Greenland

2.Bjarni’s reaction upon landing in Iceland can best be described as

(A) disappointed

(B) satisfied

(D) indifferent

(E) fascinated

What’s the lead word here? Iceland. Again, this should be in one of your labels.

3.“The crew lost their bearings,” in the third paragraph, probably means that

(A) the ship was damaged beyond repair

(B) the crew became disoriented

(D) the crew went insane

(E) the ship’s compass broke

For a paragraph reference, just go back and read that paragraph. Replace the words they’ve quoted with your own.

4.It can be inferred from the passage that prior to Bjarni Herjolfsson’s voyage, Greenland

(A) was covered in grass and shrubs

(B) was overrun with Vikings

(D) was populated by criminals

(E) was as far west as the Vikings had traveled

What’s the lead word here? Greenland. Is it in one of your labels? What does that part of the passage say about Greenland? Paraphrase before looking at the answers!

5.The first sentence of the last paragraph provides an example of which literary device?

(A) simile

(B) onomatopoeia

(D) alliteration

(E) hyperbole

6.With which of the following statements about Viking explorers would the author most probably agree?

(A) Greenland and Iceland were the Vikings’ final discoveries.

(B) Viking explorers were cruel and savage.

(D) Bjarni Herjolfsson was the first settler of America.

(E) All Viking explorers were fearless.

Which answer is closest to what the author said overall?

When You Are Done

Don’t forget to check your answers in Chapter 9, this page.

STEP THREE: PROCESS OF ELIMINATION

Before you ever look at a choice, you’ve come up with your own answer, in your own words. What do you do next?

Well, you’re looking for the closest answer to yours, but it’s a lot easier to eliminate answers than to try to magically zone in on the best one. Work through the answers using Process of Elimination. As soon as you eliminate an answer, cross off the letter in your test booklet or on your scratch paper so that you no longer think of that choice as a possibility.

How Do I Eliminate Choices?

On a General Question

Eliminate an answer that is:

· Too small. The passage may mention it, but it’s only a detail—not a main idea.

· Not mentioned in the passage.

· In contradiction to the passage—it says the opposite of what you read.

· Too big. The answer tries to say that more was discussed than really was.

· Too extreme. An extreme answer is too negative or too positive, or it uses absolute words like all, every, never, or always. Eliminating extreme answers can make tone/attitude questions especially quick.

· Against common sense. The passage is not likely to back up answers that just don’t make sense at all.

On a Specific Question

Eliminate an answer that is:

· too extreme

· in contradiction to passage details

· not mentioned in the passage

· against common sense

If you look back at the questions you did for the Viking passage, you’ll see that many of the wrong choices fit into the categories above.

On a Tone Question

Eliminate an answer that is:

· too extreme

· opposite in meaning

· against common sense: answers that make the author seem confused or uninterested, which an SSAT author will never be

What Kinds of Answers Do I Keep?

Best answers are likely to be:

· paraphrases of the words in the passage

· traditional and conservative in their outlook

· moderate, using words like may, can, and often

When You’ve Got It Down to Two

If you’ve eliminated all but two answers, don’t get stuck and waste time. Keep the main idea in the back of your mind and step back.

· Reread the question.

· Look at what makes the two answers different.

· Go back to the passage.

· Which answer is worse? Eliminate it.

REVIEW—THE READING PLAN

The Passages

After I read each paragraph, I ___________ it.

After I read an entire passage, I ask myself: __________? __________?

I am better at doing the following types of passages:

The Questions

The five main types of general questions, and the questions I can ask myself to answer them, are:

To find the answer to a specific question, I can use the following three clues:

If the question says, “In line 22,” where do I begin reading for the answer?

The Answers

On a general question, I eliminate answers that are:

On a specific question, I eliminate answers that are:

When I’ve got it down to two possible answers, I:

If you have trouble with any of these questions, be sure to reread this chapter before moving on.

When You Are Done

Don’t forget to check your answers in Chapter 9, this page.

PRACTICE DRILL 4—ALL READING TECHNIQUES—ALL LEVELS

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1.Which of the following best summarizes the author’s main point?

(A) SpaceX is a more successful company than NASA.

(B) The United States’ space program is reliant on Russia for space travel.

(D) NASA’s purpose is to supply the ISS and conduct experiments in space.

(E) It is still possible for the United States to make scientific advancements without NASA’s Space Shuttle program.

2.According to the passage, which of the following is NOT true of NASA?

(A) NASA collaborates with private companies such as ISS.

(B) NASA’s Space Shuttle program terminated after thirty years.

(D) Columbia, Challenger, Discovery, Endeavor, and Atlantis comprised NASA’s shuttle fleet.

(E) Prior to 2011, NASA sent manned missions into space.

3.The author’s attitude when discussing space exploration is best described as

(A) critical

(B) dubious

(D) sanguine

(E) tenacious

4.It can most likely be inferred from the passage that when NASA ended the Space Shuttle program,

(A) the United States lost momentum in future space discoveries

(B) numerous men and women lost their jobs and their dreams of space travel

(D) the United States had more money and resources to allocate toward privately operated space missions

(E) NASA turned to rockets and boosters for future manned space missions

5.The word “reach” in line 7 could be replaced by which of the following without changing the author’s meaning?

(A) attain

(B) extend

(D) arrive at

(E) get in touch with

When You Are Done

Don’t forget to check your answers in Chapter 9, this page.

PRACTICE DRILL 5—ALL READING TECHNIQUES—ALL LEVELS

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1.The passage was most likely taken from

(A) a newspaper article

(B) an encyclopedia

(D) a fitness magazine

(E) a speaking engagement

2.The author suggests which of the following about martial arts?

(A) There are some benefits of martial arts that all practitioners experience.

(B) Karate and taekwondo are the most well-known martial arts.

(D) Japanese revere karate more than other martial arts.

(E) Karate and taekwondo are the only martial arts American service members have encountered while serving their country.

3.The word “This” mentioned in line 11 most likely refers to

(A) karate

(B) practitioners of martial arts

(D) philosophy and the arts

(E) martial arts styles ending in do

4.According to the author, a martial arts practice of aikido

(A) is a form of karate do

(B) incorporates traditional weapons training

(D) offers physical and mental benefits

(E) is more focused on developing mental focus than on self-defense skills

5.The passage provides information that helps answer which of the following questions?

I. How many different types of martial art styles end in the word do?

II. What is the best style of martial arts?

III. What role did American service members play in the popularity of martial arts in the United States?

(A) I only

(B) II only

(D) I and II only

(E) I and III only

6.The tone of the passage is primarily

(A) conceited

(B) heretical

(D) informative

(E) philosophical

When You Are Done

Don’t forget to check your answers in Chapter 9, this page.

PRACTICE DRILL 6—ALL READING TECHNIQUES—MIDDLE AND UPPER LEVELS

The following speech was given by Samuel Clemens on April 14, 1907, following a children’s performance of The Prince and the Pauper. Nearly one thousand children were in the audience during this speech.

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1.The speaker’s primary purpose is to

(A) caution listeners against subpar theater practices

(B) compare previous performances of the play

(D) advocate for better arts education

(E) reminisce over his previous theatrical endeavors

2.The passage could be from the viewpoint of which of the following?

(A) A perceptive critic

(B) A devoted patron of the arts

(D) An enthusiastic producer

(E) An aloof commentator

3.The word “furnishes” in line 17 could be replaced by which of the following without changing the speaker’s meaning?

(A) provides

(B) stocks

(D) reclines

(E) adorns

4.The speaker uses the phrase “If we had forty theatres of this kind in this city of four millions” in the fifth paragraph to show

I. the valuable role theater serves in society

II. building new theaters would guarantee residents of the city would attend productions

III. theater can enrich the education and morals of its attendees

IV. all wealthy patrons should invest in theater construction

(A) I only

(B) I and II only

(D) I, III, and IV only

(E) II, III, and IV only

5.The tone of the first three paragraphs is primarily

(A) informative

(B) indifferent

(D) nostalgic

(E) indignant

When You Are Done

Don’t forget to check your answers in Chapter 9, this page.

PRACTICE DRILL 7—ALL READING TECHNIQUES—MIDDLE AND UPPER LEVELS

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1.The passage was most likely taken from a/an

(A) diary entry

(B) history book

(D) observation from sleep specialists

(E) fictional novel

2.The author uses the phrase “There is no practice which has been more extensively eulogized in all ages” to show that early rising is

(A) necessary for all ages

(B) no longer useful in modern society

(D) a highly revered practice

(E) a practice for the working class

3.The word “labor” mentioned in the second paragraph most likely refers to

(A) farming tasks

(B) leisure

(D) computer jobs

(E) physical work

4.What does the author mean when she says “this democratic land” in the third paragraph?

(A) London

(B) France

(D) England

(E) The United States

5.Which of the following titles best fits the content of the passage?

(A) “The Importance of Early Rising”

(B) “A Caution Against Aristocratic Folly”

(D) “Labor by Day, Sleep at Night: Life of a Laborer”

(E) “Evening Customs of Aristocrats”

6.The author admires people who

(A) conduct their business at night

(B) toil at physical labor

(D) are early risers

(E) are wealthy and noble

When You Are Done

Don’t forget to check your answers in Chapter 9, this page.

PRACTICE DRILL 8—ALL READING TECHNIQUES—MIDDLE AND UPPER LEVELS

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1.Which of the following best describes actions of the children?

(A) Soft and sweet

(B) Grave and laughing

(D) Climbing and surrounding

(E) Devouring and entwining

2.In the last two stanzas of the poem, the speaker indicates that

(A) he will lock the children in a dungeon for their shenanigans

(B) his love for the children is everlasting

(D) the children will have to tear down the walls if they ever wish to escape

(E) his love is no match for dungeon walls

3.The sensory image most important to this passage is

(A) the sound of the sudden raid from the hall

(B) the sight of the girls descending down the stairs

(D) the sensation of kisses and hugs

(E) the sight of blue eyes and moustaches

4.Which of the following words could be substituted for “banditti” (line 29) without changing the meaning of the verse?

(A) bandits

(B) musicians

(D) children

(E) mice

5.Which of the following best describes the main idea of the poem?

(A) The speaker is distracted by the children’s mischievous activities.

(B) The speaker cherishes the time of day when he can break from his work and play with his children.

(D) The children are scheming of ways to attack their captor and escape the castle.

(E) The children are listening to a story before for their bedtime.

When You Are Done

Don’t forget to check your answers in Chapter 9, this page.

PRACTICE DRILL 9—ALL READING TECHNIQUES—MIDDLE AND UPPER LEVELS

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1.By saying that “She was mistaken, however, in thinking she was an ugly child” in line 17, the author means that

(A) beauty is in the eye of the beholder

(B) Sara has a distorted view of herself

(D) Miss Minchin mistook Sara for Isobel

(E) Miss Minchin’s standards of beauty are flawed

2.Which of the following is probably true of Miss Minchin?

(A) She is dishonest to the parents who bring their children to her school.

(B) Her obsequious nature is appreciated by Sara.

(D) Her commentary is predictable when welcoming newcomers.

(E) She favors the children of rich fathers when admitting new students.

3.In line 15, “fair” could be replaced by which of the following without changing the author’s meaning?

(A) attractive

(B) corpulent

(D) light-colored

(E) pleasant

4.The narrator’s tone in the passage is primarily

(A) critical

(B) disparaging

(D) objective

(E) partisan

5.In line 1, the phrase “She was very like her house” is an example of a(n)

(A) allegory

(B) metaphor

(D) pun

(E) simile

6.Sara most likely mentions Isobel Grange in order to

(A) clarify a position

(B) set a standard of comparison

(D) challenge a belief

(E) reminisce about a dear friend

7.Throughout the passage, “a story” could be replaced by which of the following without changing the author’s meaning?

(A) an account

(B) an anecdote

(D) a fib

(E) a rumor

When You Are Done

Don’t forget to check your answers in Chapter 9, this page.

SSAT & ISEE Prep 2023 - Princeton Review 2023

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