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How To Make Your Data Scientist Cover Letter Stand Out

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How To Make Your Data Scientist Cover Letter Stand Out

When you’re applying for a job, you want to take every opportunity you have to explain why you’d be a great fit for the role. This is especially true in competitive tech fields, like data science, where hiring managers might have very little time to review each application. And while your resume is the key document in your application, your cover letter is also an important player when applying for jobs.

Here’s how to write a cover letter that stands out when you’re trying to land a job as a Data Scientist — and keep reading for a fully written example.

But first: Do you need a cover letter?

Even though it’s common to see cover letters as an optional part of the job application now, a great cover letter can make the difference between getting lost in the pile of applicants and landing an interview for your dream job.

If you think of your cover letter as a “best of” album, then it’s an opportunity to pick out the most relevant parts of your professional history and go into more detail. Also, including a cover letter with your application is a sign that you’re taking the job-hunting process seriously, and that you’re really interested in working at the company since you took the time to go above and beyond the application expectations.

The only time you wouldn’t want to submit a cover letter is if the application instructions specifically ask you not to include one. But that’s a rare scenario.

How to write a Data Scientist cover letter

Cover letters typically have five standard sections: the heading, greeting, introduction paragraph, body paragraphs, and closing. Remember that when you’re applying for multiple positions you’ll want to tweak information in the greeting, introduction paragraph, and body paragraphs to match each job description and company. Here’s what you can put in each section.

Heading

The heading includes your full name, professional email address, and phone number. Depending on how you format your cover letter, you could use a larger font than the body paragraphs for your name so it stands out and is easy for the hiring manager to see. You may also want to put links to your portfolio and LinkedIn profile here as well, but those are optional.

Greeting

If the job description doesn’t tell you who to address your cover letter to (there’s about a 50/50 chance this information will be given), you can try finding the hiring manager or team lead’s name on the company website or LinkedIn. But don’t spend too much time looking — it’s okay to use a general greeting like “Dear Hiring Manager” if you can’t find a specific name.

Introduction paragraph

It’s easy to get hung up on the introduction paragraph, but you really don’t need to overthink this part. Just a couple of short and direct sentences are all you need here. You simply want to introduce yourself and state the position you’re applying to, and then follow that up with a bit of information about yourself.

Your introduction paragraph could read, “My name is Cait Ferguson, and I’m excited to apply for the Senior Data Scientist position at Source Health. My experience in statistical modeling and relational databases, as well as my proficiency in Python and Julia, would make me a great addition to your team and company.”

Body paragraphs

Since you submit a cover letter along with your resume and portfolio, these paragraphs shouldn’t be a summary of what’s in either of these other documents. ​​This is your chance to give the hiring manager new information about you and your work experience.

Here is where you want to talk about an experience or accomplishment that isn’t obvious on your resume but gives details the hiring manager would be interested to learn. When you’re picking examples to write about, you can use the STAR techniques to help you. A STAR story includes:

  • Situation: briefly explain what was going on and any relevant background details
  • Task: talk about what your tasks or responsibilities were in the context of the situation
  • Action: explain what you did to achieve the goal or fix the situation
  • Result: summarize the results of your actions, specifically how they positively affected the company and how you grew professionally

Here’s an example of a STAR story that someone could include in a Data Scientist cover letter:

  • Situation: “At a local science center where I volunteered, we noticed that membership numbers were significantly below target. We knew that lower member numbers would impact the organization’s growth and, subsequently, our access to future grant funding.”
  • Task: “My role at the time was events organizer, and I offered to help revamp the programming to bring in more members. I requested access to the membership database, which included household information about each member.”
  • Action: “Using the skills I learned in my machine learning course, I found that families were more likely to become long-time members if they had toddlers, while families with teenagers and without kids were more likely to drop their membership after one or two years.”
  • Result: “I worked with the rest of the events team to create a new educational program designed for toddlers, including events open only to members. Two quarters later, we were already above our membership targets. It was a great opportunity to apply my skills and help a great organization at the same time.”

Note that it doesn’t have to be a paid professional role to count as relevant experience. Volunteer and internship experiences can be just as powerful, especially for entry-level professionals.

You can also use your cover letter to discuss any areas in your application that might be seen as a red flag. Maybe this is an employment gap or if you changed careers and want to give some background context to that decision, you can do that here.

Closing

This is another short and to-the-point section of your cover letter. If you want to, you can write a couple sentences that show how excited you are about the position, or end with a simple, “Thank you for your time and consideration, and I look forward to speaking with you soon.” Either of these options is perfectly fine.

Data Scientist Cover Letter Example

Here’s a sample of a Data Scientist cover letter:

Briana Simon
[email protected]
414-334-1144

Dear Hiring Manager,

My name is Briana Simon, and I’m reaching out to apply for the Data Scientist (NLP) position at CoreAnalytics. My experience with NLP, as well as my proficiency in Python and SQL, would be a great contribution to your team and company.

Over the past three years, I’ve worked at TalentAI on the NLP team. I started as an intern, and I was promoted to Junior Data Scientist when my six-month internship finished. In addition to my technical skills, one of my strengths is communicating results with internal and external clients in a succinct, digestible fashion. This allowed me to take on the responsibility of presenting project updates to partners and senior management.

I also worked on a number of projects to improve the e-commerce experience on existing websites while at TalentAI. In total, I implemented over 115 A/B tests on five websites. One of the websites saw a 200% increase in online orders, and due to the results of this project, TalentAI secured additional contracts with this client.

Thank you for your time and consideration, and I’m looking forward to discussing more how my experience and skills can support the data science team at CoreAnalytics.

Sincerely,
Briana Simon

Preparing for your new role as a Data Scientist

There are a lot of reasons to pursue a career in data science. It’s a growing, in-demand field, the work is stimulating, and it’s well-suited for career switchers who bring subject-matter expertise.

If you’re interested in pursuing a career in data science, our Data Scientist career paths will teach you to analyze data, communicate your findings, and draw predictions using machine learning. You’ll also add projects to your portfolio along the way that can help you land a job in data science.

Looking for more career advice? Check out our Career Center for more cover letter tips, resume writing advice, and interview prep.

Data Science Courses & Tutorials | Codecademy

Data Scientists try to make sense of the data that’s all around us. Learning Data Science can help you make informed decisions, create beautiful visualizations, and even try to predict future events through Machine Learning. If you’re curious about what you can learn about the world using the data p…

May Vocabulary Challenge: Write a Story Using Our Words of the Day

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May Vocabulary Challenge: Write a Story Using Our Words of the Day

Then, create a 50-word piece of writing in which you correctly and creatively use at least four of the words. Submit your story (or poem, or song) by commenting on this post between now and May 31.

Here is what we are looking for:

  • It is most important that you use each vocabulary word correctly — according to its definition. We will not consider any entries in which a word is used incorrectly.

  • Use as many vocabulary words as you can, but without crossing a line into gibberish or inanity. Do not simply list the words; we are looking for entries that demonstrate your understanding of the vocabulary.

  • Finally, we are looking for pieces of writing that are creative, original and make sense. Your comment can be fact or fiction, silly or serious; we care most that you learn new vocabulary and have fun.

And here are a few more rules:

  • Your story must be 50 words or fewer and use at least four of the listed vocabulary words.

  • Identify your vocabulary words by writing them in ALL CAPS (see the bottom of this post for examples).

  • Submit your entry as a comment on this post by 11:59 p.m. Pacific time on May 31.

  • It is acceptable to use a word in a different tense or to use the plural of a word that is listed in the singular.

  • However, you cannot change a word’s part of speech. For example, if the word “candor” is listed as a noun, you cannot substitute the adjective “candid.”

  • Minimum Age Requirements: Middle and high school students ages 13 and older in the United States and Britain, and 16 and older elsewhere, can submit by commenting on this post. Teachers and parents can submit on behalf of students in middle or high school who do not meet these age requirements. If you are submitting on behalf of a student, please include the student’s name at the bottom of the comment.

  • Please submit only one story per student. You cannot edit your comment once it has been submitted.

Your piece of writing should draw from the words below. Each links to a Word of the Day post with the word’s definition and an example of how it has been used in The New York Times. To find more usage examples, consult the Vocabulary.com online dictionary.

deciduous
decrepit
en masse
subsume
verdant
dismal
apprehensive
circumnavigate
disconsolate
illustrious
venturesome
impending
multitude
pro forma
vernal
monsoon
fallibility
magnum opus
discursive
cleave

The winners of our March Vocabulary Challenge used poetry and prose to describe unruly animals, a captive princess and a disagreeable intellectual.

Aria Capelli, age 16, The Athenian School, Danville, Calif.

Aperta Sesamae! With METICULOUS enunciation, she intoned the incantation, clutching the BROACH in anticipation. Unclasping, the pin radiated a beam that ILLUMINATED the dull school EDIFICE and conjured a MENAGERIE of beasts and birds. Yet terror replaced wonderment as the scene turned MACABRE, the ravenous animals hungrily eyeing their summoner.

Nicole Janowicz, age 12, Deerpath Middle School, Lake Forest, Ill.

This CANTANKEROUS MENAGERIE

Is very difficult to handle; you will soon see.

My UNAVAILING effort to calm them down

Might result in having to bring them to town.

This EDIFICE won’t hold them for long

But oh, boy, these IGNOMINIOUS animals are doing everything wrong.

Mi Nguyen, age 16, Silver Creek High School, San Jose, Calif.

After days of METICULOUS prepping and planning, the lost princess was ready to escape her captor and the crumbling, old EDIFICE where she had been locked away for the past 18 years. Her LUMINOUS BROACH caught the moonlight as a tear streaked down her cheek; she was finally going home.

Saanvi , Bengaluru, India

A MENAGERIE of intellectuals had gathered at the Burj Khalifa — its EDIFICE ILLUMINATED with the hologram of a skull — to ruminate over the MACABRE topic of death. One of these was a CANTANKEROUS old man, whose disinterest toward the topic GALVANIZED the rest to convince him of its significance.

Meadow in Starlight

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Meadow in Starlight

Use your imagination to write the opening of a short story or poem inspired by this illustration — or, tell us about a memory from your own life that this image makes you think of.

Post it in the comments, then read the related newsletter to learn more.

Want more Picture Prompts? Find them all in this column.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Word of the Day: cleave

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Word of the Day: cleave

The word cleave has appeared in 21 articles on NYTimes.com in the past year, including on Feb. 17 in “The Paradox of the Lizard Tail, Solved” by Jack Tamisiea:

At a microscopic scale, they could see that each fracture where the tail had detached from the body was brimming with mushroom-shaped pillars. Zooming in even more, they saw that each mushroom cap was dotted with tiny pores. The team was surprised to find that instead of parts of the tail interlocking along the fracture planes, the dense pockets of micropillars on each segment appeared to touch only lightly. This made the lizard tail seem like a brittle constellation of loosely connected segments.

… While these microstructures can withstand pulling, the team found that they were susceptible to splintering from a slight twist. They determined that the tails were 17 times more likely to fracture from bending than from being pulled. In the slow-motion videos the researchers took, the lizards twisted their tails to cleanly cleave them in two along the fleshy fracture plane.

Can you correctly use the word cleave in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.

If you want a better idea of how cleave can be used in a sentence, read these usage examples on Vocabulary.com.

If you enjoy this daily challenge, try one of our monthly vocabulary challenges.

Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

What Role Do Parks Play in Your Life?

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What Role Do Parks Play in Your Life?

What are the parks like in your community? What do you and your family and friends do there? What is your favorite park? Why?

If you have ever been to Central Park in New York City, the Biltmore Estate grounds in North Carolina, Niagra Falls State Park in New York or Cherokee Park in Louisville, Kentucky, you have been to a park created by the landscape architect Frederick Law Olmsted, who designed over 100 public parks in his lifetime. Are there any Olmstead parks in your area?

In “Olmsted’s Enduring Gift” Ruth Fremson, a photographer, and Audra D.S. Burch, a writer, collaborated on a visual essay about Frederick Law Olmsted’s parks. Some of the images are illustrated with descriptions like these:

The freedom of hymns sung in the rain
and lonely night strolls in Central Park;
the break dancer spinning in the afternoon light
and the couple who said, “I do,” along the Emerald Necklace in Boston
the man clutching an American flag outside a vigil on the U.S. Capitol grounds;
and the hillside headstones standing sentry at Mountain View Cemetery in Oakland, Calif.,
all belong to the legacy of Frederick Law Olmsted —
landscape architect, social reformer and believer in public parks as a democratic ideal.

The essay quotes Olmsted: “Where there were parks, they gave the highest assurance of safety, as well as a grateful sense of peculiarly fresh and pure air.” It continues:

His parks helped sustain Americans’ mental and physical health and social connections during the darkest days of the pandemic. As Covid-19 lockdowns unlaced nearly every familiar aspect of life, parks were reaffirmed as respite, an escape from quarantine.

For Olmsted, much of the story of public spaces began in 1850, when he visited England’s Birkenhead Park. He was charmed by its approach — free for all people — which influenced his own thinking about what it means to have a park without social or economic barriers.

Along with a collaborator, Calvert Vaux, Olmsted designed Central Park in the late 1850s. The oasis on the island of Manhattan was meant as a calming antidote to the dizzying rush of city life.

Central Park was the first of many.

Students, read the entire article, then tell us:

  • What memories do you have of spending time in parks when you were younger? Tell a story about one such memory.

  • What do parks mean to you as a teenager? Do you hang out with friends at parks? Play basketball? Or meet up with family for a barbecue or picnic?

  • Describe your favorite park in your community or elsewhere. What makes this park special?

  • Why do you think it is important that communities have access to parks?

  • Do you think your community has adequate access to parks and green space? Why or why not? How do you think your life be different if there were more parks in your area? Fewer?

  • According to this article, “Olmsted understood the promise of the park as a social force that would become an amenity in city life over the decades. In his view, parks were imbued with an exquisite kind of healing power. They were beautiful, born of nature, reimagined by man. He idealized them as literal common grounds forging communities, unstratified by race or class or faith.” Do the parks you visit play this role? Do they offer “healing power”? Are they places where barriers of race, class and faith are broken down? Why or why not?

Want more writing prompts? You can find all of our questions in our Student Opinion column. Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Word of the Day: discursive

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Word of the Day: discursive

The word discursive has appeared in 34 articles on NYTimes.com in the past year, including on April 20 in “Nicolas Cage Is in on the Nicolas Cage Jokes” by Sarah Lyall:

The Cage of today is measured, courteous, thoughtful and discursive. He’s particularly so when discussing the cinematic inspirations for his stylized acting approach: silent films and German expressionist movies like “The Cabinet of Dr. Caligari,” which he used to watch with his father, August, who died in 2009 and was the brother of Francis Ford Coppola. (In “Massive Talent,” Cage’s character refers to his “nouveau shamanic acting ability.”)

He has an endless enthusiasm for discussing cinema — movies he likes, movies he has made, things that happened on movie sets, the time when, as a boy walking in Beverly Hills carrying a bucket of fish from the pet store, he imagined he was John Travolta striding down the street in the opening scene of “Saturday Night Fever,” which had recently been released.

Can you correctly use the word discursive in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.

If you want a better idea of how discursive can be used in a sentence, read these usage examples on Vocabulary.com.

If you enjoy this daily challenge, try one of our monthly vocabulary challenges.

Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

GUEST POST: A Guide to Mnemonic Learning Techniques and its Awareness in Psychology Students

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GUEST POST: A Guide to Mnemonic Learning Techniques and its Awareness in Psychology Students

These are the types of mnemonic learning techniques that are in practice to grasp and recall the to-be-read target information. Now, with research analysis, let’s quickly look at how the 3 commonly used mnemonic learning techniques have fared off their role in enhancing students’ memory.

Keyword mnemonic

The study conducted for the high school students at a career technology center in Dayton, OHA, showed how keyword mnemonics helped medical students remember the technical and medical terminology (3). In this study, Medical terminology 350 (The Dean Vaughn Medical Terminology 350 Total Retention System), a mnemonic learning strategy – involves keyword mnemonics and mental imagery, is used to recall the scientific meaning of Greek and Latin words of medical terminologies. 

The senior Anatomy and Physiology students who were enrolled in vocational programs to Medical Secretary and Dental Assisting programs were divided into 3 different groups. Twenty-five elements of Greek and Latin or word parts were given to all the groups for 4 consecutive days:

Group A (n=20): Medical Terminology 350 (MT 350); students were given instructions with an audiovisual learning module; later, they were asked to create word bank cards that included the Greek or Latin word, the audionym (sound-alike hint or cue), the original meaning of the term at the back of the card, and a picture of the mental imagery in the front.

Group B (n=20): Rote Memorization; students were asked to memorize and prepare the flashcards with the element and its original meaning.

Group C (n=1): Combined (Both MT 350 and Rote); students (already exposed to MT 350 with the dentistry practice) were instructed to memorize and prepare flashcards.

Example: 

Group A: The Greek term “Gastr ” and “gas truck” can be the audionym here now the learners imagine a “gas truck,” and it cues them to convert it as a gas truck with a stomach for a tank. The learner connects the image with the audionym and recalls the actual term. And this mnemonic strategy is called Dean Vaughn Medical Terminology 350 Total Retention System. Element (gastr-) →Audionym (Gastruck) →Meaning (Stomach) 

Group B: Element (gastr-) →Meaning (Stomach) 

All of them took part in pretest and posttest, and the results of Group A students who had practiced MT 350 secured greater scores than the combined and rote learning groups. Thus, the study enunciates the influential role of keywords and mental imagery in recalling the intricate scientific abbreviations and technical terms. 

Method of Loci

To unfurl the effectiveness of the method of loci, here is a study involving how the students of human learning and memory courses use this technique to remember the grocery list by creating a memory palace based on their campus locations. 

Two groups of undergraduate students were considered, while Group A with 30 participants and Group B with 37 participants of Goucher college (4). The task was to recall Grocery list one and list 2. First, the students were asked to recall the list using their own learning technique during the pretest. And then, they were advised to read the Moonwalking with Einstein book (that articulates the method of Loci mnemonic technique and teaches us how to create memory palaces based on our location to remember the list of items). 

The students used this technique, and during the posttest, they used this mind mapping technique to remember the grocery list. The results showed a significant difference from the pretest scores to the posttest that precisely indicates the use of the method of loci. Also, there was another measure that proved beneficial here is the change in the memory aid questionnaire that reflected self-reported score, i.e., the technique also aids the students using MoL in their daily life, including a real-time memory improvement. Most importantly, the study proved that mnemonics strengthens metacognitive sophistication in undergraduate students. 

Semantic processing

Semantic processing was proved beneficial over non-semantic processing (reading, re-reading, or rote learning) by using Craik and Tulving’s (abbreviated version) classic-level of processing experiment on undergraduate students (5). 

When Craik and Tulving’s experiment was presented, students spotted 18 words for 2 sec each (one at a time). Before presenting each word, an orienting question appeared to encourage the students to learn the characteristics of each term. 

The questions were divided into three types for every six words; orthographic, phonological, and semantic orienting questions. The questions were later randomly mixed and presented to students for 3 seconds each. Then, the instructors asked students to write “yes” or “no.” Post that, the activity witnessed a short discussion about the types of questions and the reason for their inclusion. And then, the instructor gave a 60-sec surprise test to recall the words written on the answer sheet! The results showed better scoring for the semantic processing condition than the other two. Thus, it helped students realize the importance of learning by relating the information to themselves rather than reading, re-reading, or memorization. 

Film Club: ‘Solo, Piano — N.Y.C.’

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Film Club: ‘Solo, Piano — N.Y.C.’

“Solo, Piano — N.Y.C.” is a five-minute film that touches on themes of music, community and the items we choose to discard. This simple, but moving, Op-Doc video is told through a series of still photographs taken outside of the filmmaker’s window of a lone piano standing curbside in New York City and the interactions of passers-by as the piano awaits its fate.

What did Anthony Sherin, the filmmaker, want us to discover in this simply-told film? What can we learn from the fate of one discarded piano? How much do you stop and pay attention to the often strange and surprising world around you?

Students

1. Watch the short film above. While you watch, you might take notes using our Film Club Double-Entry Journal (PDF) to help you remember specific moments.

2. After watching, think about these questions:

  • What questions do you still have?

  • What connections can you make between this film and your own life or experience? Why? Does this film remind you of anything else you’ve read or seen? If so, how and why?

3. An additional challenge | Respond to the essential question at the top of this post: What can we learn from the fate of one discarded piano?

4. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)

5. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.

6. To learn more, read “Solo, Piano — N.Y.C.” Anthony Sherin, the filmmaker, writes:

Making this film was pure serendipity. After a January snowstorm in New York City, I decided to do some work on another film, in my home in Washington Heights. But as I approached my desk, I thought I heard a piano plinking. I looked out the window and saw a piano on the curb below. I was mesmerized by the pattern that emerged. Passers-by would slow, stop and play. Some played well. All day long they collected and dispersed, and into the night they measured, shoved and deliberated the piano’s fate. (If it stayed on the sidewalk, the city could have issued a fine.) I was riveted. Pianos have histories. No one who stopped seemed eager to leave it behind. Their thoughts were obvious: Can we take it? Who abandons a piano? Is it worth anything?

I eventually started snapping stills and thought I would end up with just that — a lot of stills. To my surprise, I discovered after 24 hours that I had captured a story with a beginning, middle and end. My friend Art Labriola created an original piano score, and I had a film. It has screened at several festivals, and I’m pleased to share it with the world on Op-Docs.

Want more student-friendly videos? Visit our Film Club column.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

What’s Going On in This Graph? | May 4, 2022

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What’s Going On in This Graph? | May 4, 2022

4. After you have posted, read what others have said, then respond to someone else by posting a comment. Use the “Reply” button to address that student directly.

On Wednesday, May 4, teachers from our collaborator, the American Statistical Association, will facilitate this discussion from 9 a.m. to 2 p.m. Eastern time.

5. By Friday morning, May 6, we will reveal more information about the graph, including a free link to the article that includes this graph, at the bottom of this post. We encourage you to post additional comments based on the article, possibly using statistical terms defined in the Stat Nuggets.

We’ll post more information here on Thursday afternoon. Stay tuned!

More?

• See all graphs in this series or collections of 60 of our favorite graphs, 28 graphs that teach about inequality and 24 graphs about climate change.

• View our archives that link to all past releases, organized by topic, graph type and Stat Nugget.

• Learn more about the notice and wonder teaching strategy from this 5-minute video and how and why other teachers are using this strategy from our on-demand webinar.

• Sign up for our free weekly Learning Network newsletter so you never miss a graph. Graphs are always released by the Friday before the Wednesday live-moderation to give teachers time to plan ahead.

• Go to the American Statistical Association K-12 website, which includes teacher statistics resources, Census in the Schools student-generated data, professional development opportunities, and more.

Students 13 and older in the United States and the Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Live Webinar: Exploring How The Times Can Be Accessible for Every Learner

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Live Webinar: Exploring How The Times Can Be Accessible for Every Learner

The variety of articles, essays, photojournalism, graphics, videos and podcasts we publish daily means that there is no simple answer to the question “What is the reading level of The New York Times?”

In this webinar, we’ll explore how the expanding range of multimedia formats in The Times means there is something for every learner, every day. We’ll discuss strategies for selecting high-interest content that teachers tell us is accessible for a range of learners, including English language learners, middle school students and students with lower reading levels. We’ll also take a tour of the Learning Network’s continually growing library of student activities, which we’ve developed for a broad range of learners. And, we’ll share how to implement scaffolding strategies to make all of these resources, including traditional Times articles, more accessible.

We will be joined by Nicole Daniels, staff editor from The Learning Network, and Marla Sperling-Reich, a speech-language pathologist for the Freehold Regional High School District in New Jersey, who together will share practical teaching ideas and Learning Network resources that you can bring to your classroom right away.

C.T.L.E. credit is available for New York educators. All participants will receive a certificate of completion.

Register now to join the live webinar or to receive a link to view the on-demand recording.

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