This article informs us about the need for facilitating code-switching pedagogies that call for teacher-led scaffolding of students' home languages to negotiate informal and formal contexts for writing and speaking. Varied strategies are guided by three mentor texts the author has conceptualized or enacted in practice and research among middle level students. The three mentor texts guiding recommendations include Woodson's (2009) "Peace, Locomotion", Fleischman's (1997) "Seedfolks", and Curtis's (1997) "The Watsons go to Birmingham-1963". (Contains 4 figures.)