This article begins by making the case for biliteracy development in today's K-12 students. It goes on to describe several types of standards developed in the United States for this purpose, using a set of standards that addresses a non-English language and content development simultaneously as an example for the remainder of the piece. The process of developing a linguistically differentiated assignment grounded in these standards and the associated rubric are discussed, and educators are urged to consider adopting this differentiated approach to enhance the biliteracy skills of their students.