Although it is evident that advocacy for strong school and family relationships exists, many teachers and schools struggle to find ways to engage families in their classrooms. At the same time, research on families from diverse cultural and linguistic groups points to differences in perceptions of what it means to be involved, support children's education, as well as assumptions about education (Dantas & Manyak, 2010). In this article, the authors attempt to find ways to create bridges between family and school cultures that can serve as a foundation for more meaningful relationship building around literacy practices since family involvement has also been identified as a strong predictor of improved child literacy in recent literature (Dearing, Kreider, Simpkins & Weiss, 2006; National Research Council, 2001). They also address some of the ways in which families can be invited and involved in their children's writing celebrations, including families of culturally and linguistically diverse children.