College in the Schools - Course Offerings

Intermediate Spanish (Span 1003, 1004)

FAQs about CIS Program
FAQs about CIS Spanish
Sample Syllabi and Other Syllabus Resources

Sample Syllabus for CIS Spanish 1003
Sample Syllabus for CIS Spanish 1004
U of M Syllabus Resources and Requirements

Frequently Asked Questions

Do teachers have choice in assignments?  Are there required assignments? 

CIS teachers work from a common syllabus developed by the second-year language coordinators, therefore all assignments should be the same for CIS teachers as for instructors at the University.  In some cases we approve modified versions of the University of Minnesota syllabus.  For example, some high-school teachers have a longer semester than the one at the University, and so some plan courses at a slower pace.  All CIS teachers work with the following types of assignments: reading, listening, writing, culture and grammar activities from the textbook and the workbook and class projects according to level. (Spanish 1003 has three "mesa redonda" projects, and a presentation. Spanish 1004 has two "mesa redonda" projects and a debate.) These projects each include compositions that practice process writing.

It is desirable that the additional classroom activities included at the University like listening to CDs, watching videos and films, and working in computer labs (internet activities, CD-ROM activities, and activities set up by Language Center) be done at each high school. However, we realize that each school has different facilities, some of these activities are optional for CIS Spanish classes and vary among the teachers. The 1003 syllabus includes three "mesa redonda" projects with their corresponding compositions, an oral interview, an oral presentation. three unit exams and a final. The 1004 syllabus includes two "mesa redonda"  projects and a debate with their corresponding compositions,  a written proficiency exam, the listening and reading parts of the LPE as a final exam and an optional oral interview to complete the entire Language Proficiency Test if the student so desires.

It should be noted that all the rules for the course should be in English on the syllabus. 

Who creates the exams?

The Spanish language coordinators, Angela Carlson-Lombardi and Monica Kenton, supervise the University instructors' creation of all exams that are used in all sections of Spanish 1003 and 1004.  We ask that the CIS teachers use the exams as they are.  Exams are rewritten every year, but all have the same components: listening comprehension, grammar and vocabulary, reading comprehension, culture and composition.

IMPORTANT NOTE: The Graduation Proficiency Test (GPT) is no longer required to satisfy the language requirement at the University of Minnesota. In order to satisfy the College of Liberal Arts language requirement a student must receive a C- or better in 1004. As mentioned above, three sections of the Language Proficiency Exam (the former GPT) are required as part of Spanish 1004. The Writing Test is part of the entire grade while the computer delivered Listening and Reading Tests serve as the final exam for Spanish 1004. A student can complete the Language Proficiency Exam by opting to take the Oral Interview. By successfully passing all parts of the test, the student will receive an official letter from the Spanish and Portuguese Department along with a statement on the official University of Minnesota transcript declaring that the student has passed the test. Passing this test is especially useful for students who plan to attend the University of Minnesota. It can also be a gratifying experience for all other students.

Is there a mentoring system for new CIS Spanish teachers?

The Spanish 1003 and 1004 coordinators, Joanne Peltonen an assistant to the faculty coordinator and the faculty coordinator serve as mentors to the CIS Spanish teachers.  We have also established a list-serve to help all teachers mentor each other.  Finally, teachers benefit from New Teacher Workshops that take place in Spring, Summer, Fall and Spring and focus on both course content and University processes.

All CIS teachers have access to an on-line archive of activities that have been created by University instructors of Spanish 1003 and 1004 as well as participant instructors in the CIS program. It is hoped that all CIS instructors continuously contribute activities to this valuable resource.

What happens at typical teacher workshops?

CIS teachers attend professional development workshops each term to stay current with U of M curriculum and the CIS program, to learn about innovative research, to network, and to share materials.  Workshops serve as faculty meetings with course and program development discussions with special attention dedicated to content, pedagogy, and assessment of the college courses.

What happens at typical student field days?

Student field days provide an opportunity for CIS students to meet their peers, practice skills they have learned in class, and explore the Twin Cities campus.  The following is a typical Spanish field day agenda:

Mixer activities with students from other high schools typically directed by University of Minnesota instructors or a campus-wide Scavenger Hunt conducted in Spanish.

Class visits (beginning, intermediate, and advanced Spanish courses).

In the past, activities included an interactive culture and music demonstration by Renato Lombardi, Argentine artist, and visit to the Chicano art exhibit at the Weisman Art Museum.

What other recommendations or comments can you offer to prospective CIS Spanish teachers?

An important selling point for CIS Spanish is the fact that high-school students can immediately begin advanced coursework in Spanish when they begin their college careers.  For those who attend the University, this means, they have the possibility of taking the LPE.  Obviously it is a very special experience to take a 3000-level course as a freshman, which is the gateway course for majors and minors. 

To get a minor in Spanish, a student only needs FIVE MORE COURSES IN SPANISH AFTER SPANISH 1004

To get a major in Spanish, a student only needs 11 MORE COURSES IN SPANISH AFTER SPANISH 1004

In addition to activities focused directly on the CIS course, teacher workshops will include presentations intended to further the teachers’ own learning and professional development. These are offered by the program faculty or guest speakers and may relate to Spanish language, Spanish cultures, or second language acquisition and pedagogy.

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