Because race is treated as a controversial issue within K-12 social studies classrooms, teachers report avoiding the topic. Some consider it too sensitive or complex for their students; others don't want to say the wrong thing; still others fear being labeled a "racist." The authors argue that one of the reasons why social studies teachers feel this way is because they lack a common racial literacy. In many ways, we speak different racial languages, causing confusion and hindering understanding. Literacy, therefore, involves defining race and racism. Racial literacy understands race as a socially constructed concept--not a biological reality--that was set up to govern or control people on the basis of their skin color. Although it is an invented concept, race is nevertheless real for those who are victim to the social construct's manifestations in actions and thoughts, and to the systems that have been created to oppress and privilege certain groups of people. Achieving racial literacy enables people to understand that the way race is defined can change and is highly malleable based on geographic and temporal considerations. This article introduces the seven steps of the LETS ACT Framework, developed to guide teachers in their efforts to foster racial literacy skills when exploring controversial issues in classrooms.