In this article, we explore the idea that comedy, with its often unorthodox ways of looking at, experiencing, and responding to the world, offers untold possibility for classroom literacy instruction. The article focuses on the potential of Improv comedy as socio-materialist literacy in the classroom. It provides an account of Improv as a form of embodied literacy that operates as an assemblage created collectively between many people, practices, and material objects. We present findings from interviews with professional comedians regarding the possibilities of comedy for language and literacy instruction with elementary school children. The article then examines a moment from the subsequent classroom phase of the study to look at ways Improv can help students create stories and ways that laughter can be used to create a cohesive assemblage based around students' spontaneous creation of texts. The aim of the article is to provide educators with a practical means to apply socio-materialist literacy in their classrooms through Improv, which will, in turn, allow students to create collectively generated texts and assemblages.