Where Does Differentiated Instruction Live in The Framework?

The A.C.C.E.S.S. Literacy Framework, developed by Maria Angala, is a research-backed instructional system designed to make grade-level literacy accessible for diverse learners, particularly English Language Learners (ELLs) and Special Education (SPED) students. It operates on a structured, six-stage sequence: -Activate Background Knowledge -Clarify Language & Vocabulary -Chunk Complex Text & Tasks -Engage with Evidence -Support with Scaffolds (gradually faded) -Synthesize & Show Understanding Differentiated Instruction (DI) Within the Framework - Differentiated instruction is not a "watered-down" curriculum. Instead, it provides the necessary Universal Design for Learning (UDL) supports on both sides of the learning bridge: Engagement, Representation, and Expression. -Differentiation by Content & Representation: Instead of traditional, heavy texts for everyone, teachers provide multiple pathways to access information. This includes audiobooks, translated forms, visual cues, and vocabulary guides tailored to the student's proficiency level. -Differentiation by Process: Texts and tasks are "chunked" into manageable steps. Differentiated supports like sentence frames, graphic organizers, and guided group work allow students to successfully process texts. Differentiation by Expression & Product: Students demonstrate their mastery in various ways based on their strengths, ranging from dramatic performances and video responses to structured, evidence-based writing (e.g., using the RACE/RACES framework). How to Implement - Differentiating inside this framework requires ongoing formative assessment to determine which scaffolds a student needs to fade out and which need strengthening. For further training materials and visual models of the framework, you can explore the Bilingual SPED A.C.C.E.S.S. Framework or browse free resources at the Teachers Pay Teachers Maria Angala Store.