Secondary English

NNPS Literacy Vision

Revised (11-20-23) Literacy empowers all. It unlocks new pathways, exposes new passions, unearths curiosities, and fuels a student’s discovery of who they want to be and what they want to do. NNPS is committed to developing students as independent readers, writers, communicators, and researchers, broadening their background knowledge of the world, and growing their capacity to create, evaluate, reflect, and share with others.

Our literacy curriculum is organized around the following goals that guide instruction and assessment for our students as readers, researchers, writers, speakers, and communicators

Readers and Researchers

  1. Know and apply the relationships among letters, sounds, word parts, and vocabulary as they become fluent, strategic, and independent readers.
  2. Read closely for complex ideas and information to make connections within and across texts.
  3. Question and synthesize information on a topic.
  4. Engage with a variety of texts and sources to spark interest and recognize the value of reading.
  5. Explore perspectives through texts and sources to foster cultural competency, global citizenship, and empathy.

Writers and Communicators

  1. Know and apply the relationships among letters, sounds, word parts, and vocabulary as they become fluent, strategic, and independent writers.
  2. Communicate effectively based on purpose and audience using appropriate vocabulary and tone.
  3. Engage in the writing process to cultivate voice, style, and clarity.

Our PK - 12 Instructional Approach

All students will have access to high-quality teachers, instruction, resources, and opportunities to learn. Students will see themselves and their personal experiences reflected in the texts they explore and create. Daily reading and writing will include explicit instruction, guided practice, and independent practice in order to meet students’ individual needs. 

  1. Learning to read targets developing foundational literacy skills in the following components: phonological awareness, phonics, fluency, vocabulary, and comprehension. This approach requires decoding and recognizing words. It also requires making meaning of the words, sentences and genres we hear and read.
  2. Reading to learn promotes the application of effective strategies and skills to extract, analyze, and apply knowledge from a range of texts and sources enabling students to be self-directed, informed, and curious learners.
  3. Learning to write is modeled and coached as a process where we provide feedback and guidance that focuses on organization, word choice, voice, and conventions of writing.  It also requires segmenting words into components and applying learned spelling patterns.
Writing to communicate fosters effective expression to share ideas, connect with others, and impact society across visual, spoken, written, and multimodal contexts.


Kelly Mancil
Instructional Supervisor
(757) 283-7850 x.10268

Danielle Smith
Instructional Specialist
(757) 283-7850 x.10236

Arleatrice Winters
Instructional Specialist
(757) 283-7850 x.10520

Maria Summa
High School Coach
(757) 283-7850 x.10217

Scott Weisiger
Middle School Coach
(757) 283-7850 x.10237

Check it out! Did we polish our writing through revision and editing? Did we write in response to something we read? Did we learn new vocabulary? Did we read independently?

Congratulations, English Teachers!

(Click images to enlarge.)

Click to read about Heather Horne
Click to read about Kendrett Smith
Click to read about Dana Sowers