1. SHS JARGON: Friday Attire Guidelines
Students are allowed to wear the proper civilian attire on Fridays. For male students, the proper attire is collared shirt and denim or maong, chinos, khakis and dress pants. For female students, they may wear collared shirt or blouse and knee-length or below the knee skirt, denim or maong, chinos, khakis and dress pants. The proper footwear is closed shoes with proper socks. Foot/ ankle socks are allowed.

2. Reminders
Reply Slip: Flu Vaccine, Parents Orientation on July 9, 1:30 PM
Drug Test Policy for Students (Reply Slip)- New Students
Uniform
Forms- SDS, SHS Enrollment, Guidance Follow up Info Sheet
Reply Slip: Bring Your Own Personal Device Policy

3. SHS JARGON: Friday Attire Guidelines
The following are strictly prohibited:
For male students: sleeveless shirts, collarless shirts/T-shirts, short pants, slippers, corduroy, athletic/ sweat, jogger and cargo pants, sandals/ slippers, statement shirts that contain double or suggestive meanings or malicious, lewd or foul language and extremely unorthodox styles

4. SHS JARGON: Friday Attire Guidelines
For female students: The following styles are not allowed for the blouse/ shirt:
tight fitting
plunging neckline
sleeveless
see-through clothing (even with undergarment)
off shoulder
hanging
backless
spaghetti straps
statement shirts that contain double or suggestive meaning or malicious, lewd or foul language

5. SHS JARGON: Friday Attire Guidelines
The following styles are not allowed for the pants/ skirt:
tight fitting
above the knee (for the skirt)
crop/ jogger/hip hop/baggy/elephant pants
distressed pants
see-through clothing
short pants
sandals/ slippers
Note: Students wearing skirts are advised to wear panty let or half slip.

6. INTERNET READING
JULY 7, 2016

7. Classification of Reading Materials
Printed and Traditional
Electronic and Digital

8. Self- Check How good are you in reading from the Internet?
What is/are your purpose/s in reading online?
Do you read online in the same way that you read off line?

9. Offline and Online Reading
Various studies have reported differences between offline and online reading. However, the findings are not conclusive.
A number of research have noted too the different strategies employed when doing offline and online reading.

10. Types of Online Text
Coiro (2003) outlines three types of texts that readers encounter online: nonlinear texts, multiple- media texts, and interactive texts.

11. Questions
What constraints/ limitations do you experience when doing online reading?
What issues are we confronted with when it comes to online or electronic texts?

12. How to Attack Electronic Texts
To maximize your online reading, you must be very clear about your purpose.
Don’t get lost while reading as electronic texts are nonlinear.
Make sure that the online material you are about to read is trustworthy. Check the host/ creator of the website by looking at its URL (Universal Resource Locator) endings.

13. How to Attack Electronic Texts
A website that is regularly updated speaks well of its creator/ administrator.
Be cautious of articles written by persons who use pseudonyms or just use “Anonymous”.
Check the background and credibility of the writer before reading his/her articles.

14. Online Reading Strategies
Leu (2002) brings to our attention the role of new literacies. He says, “the new literacies include the skills, strategies, and insights necessary to successfully exploit the rapidly changing information and communication technologies that continuously emerge in our world” (p. 313).

15. Online Reading Strategies
Strategies are the conscious actions that learners take to improve their language learning.
Strategies may be observable or mental.
Because strategies are conscious, there is active involvement of reader in their selection and use.
Strategies are not an isolated action, but rather a process of orchestrating more than one action to accomplish a reading task.
Although we can identify individual strategies, rarely will one strategy be used in isolation.
Strategies are related to each other and must be viewed as a process and not as a single action.
(Anderson, 2003)

16. Reading Strategies
The Survey Of Reading Strategies (SORS) (Sheorey and Mokhtari, 2001) focuses on metacognitive strategy use within the context of academic reading.
Developed by Mokhtari (2001) for post-secondary students who are native and non-native speakers of English, the SORS measures three categories of reading strategies: global reading strategies (13 items), problem solving strategies (8 items), and support strategies (9 items).

17. Our goal: To be a strategic reader
Anderson (1991) highlights that “strategic reading is not only a matter of knowing what strategy to use, but also the reader must know how to use a strategy successfully and orchestrate its use with other strategies. It is not sufficient to know about strategies; a reader must also be able to apply them strategically” (pp ).