KALLIS SAT’ Practice Test #1 IMPORTANT REMINDER: MR hur ues eC ae unre od Peterhead Pees cee sence eer ar) i Pe a) sre h (This cover is modeled after the cover you'll see when you take the official SAT.) UNAUTHORIZED REPRODUCTION OR USE OF ANY PART OF THIS TEST IS PROHIBITED. © 2015 KALUS 261YOUR NAME (PRINT) Last RST va TEST CENTER NUMBER ‘NAME OFTEST CENTER ROOM NUMBER TEST BOOKLET ‘TEST ID. ~ You may open the booklet to ONLY the section that's a {copy rom backer test book) currently being tested. You may NOT browse upcoming sections, nor can you review your answers in past sections, ~ You MAY write in your test booklet, but you will not receive any credit for answers that you indicate in the FORM CODE booklet. When the time for a section is over, you may NOT eeeaeene transfer answers from your booklet to the answer sheet. aerate ~ You may NOT take any part of the test booklet out of the 8 GOGHGOOOSS ANSWER SHEET — Machines will scan your answer sheet by checking your pencil marks, Using a No. 2 penci, fil the circles that correspond to your answers completely and darkly. = Do not make any marks on the answer sheet outside of these circles. If you need to erase anything, make sure to doit thoroughly. QOGHOOOG: SCORING ~ Each correct answer is worth one point. ~ There is no penalty for incorrect answers. 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PART 2 37. PART 1 SECTION 36. fe) EIEISIGISISICISICNG) Og 0080999000 led Q989O99069 9 080009008) °F ©000990 069! Og OO90@Q00069 S80) 60090999060 Ol EIGISISISIGISICIS) QO (CIPIGICIICICISIENS) OGISSQOO9O0O9 EQ GO000090900) 0 GQ0GOO000) z Remove (or photocopy) this answer sheet and use it to complete the SAT Practice Test. Section 5 is the Optional Essay test. ‘SECTIONI KALLIS Scoring Guides The College Board has not yet released a scoring guide for the Redesigned SAT. However, we at KALLIS understand that students want some idea of how they will score on the official SAT —especially after putting in the hours of practice required to finish one of these practice tests, For this reason, KALLIS has developed a scoring guide that should correspond closely with the scoring guide that the college Board will release in 2016, I Creating the Scoring Guides To create the following scoring guide, we first had high-school students who had already taken the current version of the SAT take our tests. We developed our scoring guide by comparing the students’ official SAT scores to their results on our Redesigned SAT practice tests. In other words, we adjusted our scoring so that a student who scored a 1500, for ‘example, on the current Sat received that score’s equivalent on KALLIS' Redesigned SAT, Of course, this method is by no means foolproof, and we cannot guarantee that the College Board will develop their scoring guide the same way. Nevertheless, the following scoring guides should give you an accurate impression of how you will perform on the Redesigned SAT. How to Score Your SAT To determine your score on each portion of the SAT, determine how many questions you answered correctly on each Test (Reading, Writing and Language, and Math). The number correct is your Raw Score. Refer to the charts on the following pages to convert this Raw Score into a Scaled Score. After doing so for each portion of the SAT, you will have three Scaled Scores; add these together to determine your total score. Remember, the minimum score is 400, and the maximum is 1600 Unauthorized copying or euse of any part ofthis pages egal. 268Reading Test Scoring Guide Writing and Language Test Number correct on the SAT Reading Test: Scoring Guide ____ Number correct on the SAT Writing and, (Raw Score) Language Test Unauthorized copying or reuse of any part ofthis pages egal. 269 awe) Raw Score Scaled Score Raw Score Scaled Score 32-31 400 “0 38 230 2 350 48 380 a 380. 47 370. AL 370. ee 360 7-3 360 a0 380 7 350 Bal 3i0 36 340 40-38 330. 35-34 330, 320 3 a0 310 31 310 [3s 200 3 300 32-30 290 27-26 290 7-35 230 a5 280 7 270 23-22 270 25 260 2 260 25-24 250. 20 250. 2-2 240 a 0-290 i 30 m 220 20-19 220 Ww 210 @ 2i0 is 200 17-16 200 15, 190 = 10 i 780 rn 10 3 mo 3-2 a i i 7 1 i 150 0-3 70 wo 10 3 m7 130 7 70 120 é 20 7 7m 3 7m ea 100 ma TooMath Test Scoring Guide Number correct on the SAT Writing Test: (Raw Score) Raw Score Sealed Score 25 510 5857 800 24-23 500 5655 790 22-21 190 EI 780 20 480 53, 770 19 470 2 750 18-17 460 | SI 740 16 450 50 730 5-4 40 2 710 B 430 — 430 48 700 R-0 400-410 a7 690 10-9 380390 6 680 350 370 5 670 310 340 4 660 3 290300 8 650 2 250 — 280 2 40 1 210240 a 60 0 200 0-39 620 38-37 610 36-34 600 33-32 590 31-30 370 29 500 26-27 550 2 530 Reading Test Scaled Score: Writing Test Scaled Score: Math Test Scaled Score: — Total SAT Practice Test Score: Unauthorized copying o reuse of any pat ofthis pageis legal. 270Reading Test 1 () 65 MINUTES, 52 QUESTIONS Dat Turn to Section 1 of your answer sh DIRECTIONS ee ea Pee eae sean passages es ro Te Se en Refer to the passage below to answer questions 1 ~ 11, This passage is adapted from P.G. Wodehouse, Love Among Chickens, originally published in 1920. The narrator, who is helping his friend with a new chicken farm in the country, has chased a chicken named Aunt, Elizabeth into a tall shrub. I was in the middle of it, very hot, tired, and dirty, when from the other side I heard a sudden shout of “Mark over! Bird to the right!” and the next moment [ found myself emerging with 5 ablack face and tottering knees on the gravel path of a private garden. Beyond the path was a croquet lawn, and on this lawn I perceived, as through a glass darkly, three figures. The mist cleared from my eyes, and I recognized two of them ‘One was the middle-aged Irishman who had traveled down with us in the train. The other was his blue-eyed daughter The third member of the party was a man, a stranger to me. By some miracle of adroitness hi had captured Aunt Elizabeth, and was holding her in spite of her protests in a workmanlike manner behind the wing. There are moments and moments. The 20 present one belonged to the more painful variety ven to my exhausted mind itwas plain that there was a need here for explanations, An Irishman’s croquet-lawn is his castle, and strangers cannot plunge in through hedges 25 without inviting comment. Unfortunately, speech was beyond me. conversation was opened by the other man, ir whose restraining hand Aunt Elizabeth now lay outwardly resigned but inwardly, as I, who knew 30 her haughty spirit, could guess, boiling with baffled resentment. I could see her looking out of the corner of her eye, trying to estimate the The 0 et to answer the questions in this section, or 11 questions, Read Se ee chances of getting in one good hard peck with her aquiline besk Don't knoe T stood there, gasping. | was only too wel aware that | presented a quaint appearance. | had removed my hat before entering the hedge, and my hair was full of twigs and other foreign Substances, My face yas morst and grimy. My mouth hung open. My legs felt a i they had Ceased to belong to me. T must apol sentence with gulps The elderly gentleman looked at me with what seemed fo be indignant surprise. His daughter appeared to my gullty conscience to b Tooking through me. Aunt Elizabeth sneered. The only ftendly face was the man's He regarded me with a kindly smile, as if ne od friend n,” said the man pleasantly T began, and ended the ‘who had dropped in unexpectedly “Take a long breath” he Ltook several, and felt be I must apologize for this intrusion,” I said successfully. Unvvarrantable” would have rounded off the sentence neatly, but | would not rskif. Tt yould have been mere bravado to attempt unnecessary words of five syllables. I took inmote breath, “The fact is, did—didn't know there was a private garden beyond the hedge It dvised. I stopped. Aunt Elizabeth was looking away as if endeavoring to create an impression of having nothing to do with me. | am told by one who knows that hens cannot raise their eyebrows, not having any; but | am prepared to swear that at this moment Aunt Elizabeth raised hers, I will go further. She sniffed “Here you are,” said the man. “Tho hard to say good-bye. »>>>PRACTICE TEST 1 0 He held out the hen to me, and at this point a hitch occurred. He did his par, the letting go, allright. It was in my department, the taking hold, that the thing was bungled, Aunt Elizabeth slipped from my grasp like an eel, stood fora moment eyeing me = satirically with her head on one side, then fled and entrenched herself in some bushes at the end of the lawn, There are times when the most resolute man feels that fe can battle no longer with fate; when everything seems against him and the only course is | jut there is one thing essential to | a dignitied retreat ‘a dignified retreat. You must know the way out. The words “adroitness” and “workmanlike” (lines 15-17) help establish the narrators first impression of the stranger as, (A) a rather harsh person, (B) a longtime chicken farmer. (©) a person similar to the narrator in tastes. (D) atease with rural life, The statement “There are moments and moments. The present one belonged to the more painful variety,” (lines 1920) serves to (A) reveal the nature of the relationship between the narrator and the Irishman. (B) indicate that the tone of the passage is about to change. (C) foreshadow the narrator's awkward exchange with the man holding Aunt Elizabeth, (D) introduce the idea that hard work and painstaking efforts are rewarded ‘The statement “An Irishman’s croquet-lawn is his castle,” (line 23) functions in the passage primarily to (A) mock the Irishman for valuing his croquet lawn so highly. (8) cause the reader to associate eroquet with ‘wealth and royalty (C) describe the circumstances that inspired the narrator's apology. (D) imply that the Irishman lives on his croquet Jawn rather than inside his house. As used in line 25, “inviting” most nearly means {A) proventing, {B) provoking (©) appealing. {D) Summoning, 272 Based on the passage, the narrator's descriptions of Aunt Elizabeth serve primarily to (A) depict her as possessing human characteristics, (B) suggest that she has outsmarted the narrator. (C) elicit sympathy for Aunt Elizabeth (D) contrast with the narrator's descriptions of mse Which choice provides the best evidence for the answer to the previous question? (A) Lines 31 ~34 (“I could see. .aquiline beak.”) (8) Lines 37 — 1 ( substances.”) {Q) Lines 65 ~ 69 ("I am told...She sniffed.”) {D) Lines 72 — 75 (“He held out...the thing was bungled”) stood there...other foreign ‘The sentences "’Unwarrantable’ would hav words of five syllables” (lines 56 ~ 59) primarily serve to convey the idea that the narrator (A) is still exhausted from his physical exertions, (B) does not want to seem pretentious. () enjoys talking to strangers. (D) does not want to bore his audience. What is the narrator’s attitude toward the Irishman, his daughter, and the stranger holding Aunt Flizabeth? (A) Eamest and mortified (B) Resentful and intimidated (C) Foolish and presumptuous (D) Respectiul and demure ‘As used in line 72, “hitch” most nearly means (A) barrier. (B) interlude. {C) setback. (D) cateh, | In regards to the narrator's relationship with Aunt Elizabeth, the narrator ean be compared to (A) romantic pursuing his unrequited love. (B) hunter being outmaneuvered by his prey. (©) warrior meeting his opponent on a battlefield, (D) clown performing tricks for an audience. >»>>>11, The narrator would most likely agree with which of the following statements regarding Aunt Elizabeth? (A) She is more cooperative than most other chickens. (B) She is less intelligent than others believe her to be. (C) She eludes the narrator out of resentment and ‘obstinacy. (D) She would rather live with the Irishman and his daughter than with the narrator. Refer to the passage below to answer questions 12-21. ‘This passage is adapted from Frederick Douglass’ speech, “The Meaning of July Fourth to the Negro,” felivered on July 4, 1852. Douglass, an African ‘American, escaped from slavery as a young man. Fie became a famous orator, author, and newspaper, publisher. At the time of this Independence Day speech, slavery was still legal in southern states, line Fellow citizens, pardon me, and allow me to ask, why am Icalled upon to speak here today? What have I or those I represent to do with your national independence? Are the great principles Sof political freedom and of natural justice, embodied in that Declaration of Independence, extended to us? And am |, therefore, called upon. to bring our humble offering to the national altar, and to confess the benefits, and express devout 10. gratitude for the blessings resulting from your Independence to us? «Would to God*, both for your sakes and ours, that an affirmative answer could be truthfully returned to these questions. But such is 15 not the state of the case. I say it with a sad sense of the disparity between us. 1 am not included within the pale of this glorious anniversary! Your high independence only reveals the immeasurable distance between us. The blessings | 20 in which you this day rejoice are not enjoyed in common. The rich inheritance of justice, liberty, prosperity, and independence bequeathed by your fathers is shared by you, not by me. The Sunlight that brought life and healing to you has 25 brought stripes* and death to me. This Fourth of July is yours, not mine. You may rejoice, T must mourn. To drag a man in fetters into the grand illuminated temple of liberty, and call upon him to join you in joyous anthems, were inhuman 40 mockery and sacrilegious irony. Would you have me argue that man is entitied to libérty? That he is the rightful owner of his own body? You have already declared it, Must J argue the wrongfulness of slaver 45 Is that a question for republicans"? Is it to settled by the rules of logic and argumentation, as a matier beset with great difficulty, involving ‘a doubtful application of the principle of justice, hard to understand? How should [look today 4g in the presence of Americans, dividing and subdividing a discourse, to show that men have a natural right to freedom, speaking of it relatively and positively, negatively and affirmatively? To do so would be to make myself ridiculous, and to offer an insult to your understanding. There is not a man beneath the canopy of heaven who does not know that. slavery is wrong for him. What! Am Ito argue that it is wrong to so. make men brutes, to rob them of their liberty, to work them without wages, to keep them ignorant of their relations to their fellow men, to beat them with sticks, to flay their flesh with the lash, to load their limbs with irons, to hunt them with dogs, to sell them at auction, to sunder* their families, to knock out their feeth, to burn. their flesh, to starve them into obedience and submission to their masters? Must I argue that a system thus marked with blood and stained 60 with pollution is wrong? No - Iwill not. Lhave better employment for my time and strength than such arguments would imply. What, then, remains to be argued? Is it that slavery isnot divine; that God did not establish és. it; that our doctors of divinity* are mistaken? ‘There is blasphemy in the thought. That which is inhuman cannot be divine. Who can reason on such a proposition? They that can, may—I cannot. The time for such argument is past 70 Atatime like this, scorching irony, not convincing argument, is needed. Oh! had I the ability, and could I reach the nation’s ear, 1 would today pour outa fiery stream of biting Fidicule, blasting reproach, withering sarcasm, -s_ and stern rebuke. For itis not light that is needed, but fire; it is not the gentle shower, but thunder. We need the storm, the whirlwind, and the earthquake The feeling of the nation must be quickened; 0. the conscience of the nation must be roused; the propriety of the nation must be startled; the hypocrisy of the nation must be exposed; and its crimes against God and man must be denounced... * woud wo GJ wish very mach 4 apes slipping * republicans: people who live under representative government + Sunder: spl apart * doctor o ivi people who ld doctoral degrees in theological fide >»>>>