This article illustrates how two fourth-grade bilingual teachers transformed their writing instruction for bi/multilingual learners by integrating a functional approach to language and literacy teaching and learning. The authors use a systemic functional linguistics genre pedagogy to explore and elucidate the teachers' innovative instructional practices, revealing how the teachers supported bi/multilingual students in: (1) preparing to write about a topic; (2) engaging with texts to understand the purpose, organizational structure, and linguistic features of a genre; and (3) making language choices to develop a topic. Through clear and explicit instruction that centers language and meaning, these pedagogical innovations support bi/multilingual students' systematic engagement with and production of multiple text types for authentic and varied audiences across a range of communicative purposes and contexts.