When working with bilingual readers, teaching for equity means building on students' linguistic strengths. To do so, we must provide intentionally designed holistic literacy instruction that encourages students to use their full literacy and linguistic repertoire. This article describes an asset-oriented approach called "Transliteracy" to help teachers leverage and develop students' cross-linguistic knowledge. We provide an Observation Framework for foundational skills and a Prompting Model to support teachers in implementing Transliteracy, even in English-only settings. Transliteracy offers a model by which we teach from what students already know, and celebrate, rather than ignore, bilingualism as a path to more equitable literacy instruction.