This article provides a deeper understanding of how young bilinguals constructed meaning with expository texts in an inquiry-based setting over an academic year. An examination of classroom transcripts and analysis revealed how "Viewing" became the most frequently used literacy practice and a cultural tool in the construction of meaning with expository texts for first-grade bilinguals. This study builds on research surrounding the academic development of bilingual students, reading comprehension strategies, multimodal viewing, and sociocultural perspectives on learning. Using an ethnographic perspective and discourse analysis, this research provides insight into how first-grade bilinguals mastered and appropriated the inclusive literacy practice of "Viewing" to construct meaning with expository texts.