Although a multilingual, translanguaging approach to teaching reading has been found to have a positive impact on literacy development of Dual Language Learners, bilingual programs continue to fail students by delivering literacy instruction in separate linguistic times and spaces. In this article, we propose an approach we call Transleyendo, based on a holistic biliteracy lens, that values and builds on students' home language and literacy assets. Using examples from our work with students, we illustrate how teachers can use an observation framework and a prompting model to leverage reading behaviors across languages. We contend that bilingual teachers must overcome limitations of monolingual literacy frameworks and provide intentionally designed holistic biliteracy instruction that encourages students to use their full literacy and linguistic repertoire.