In another article in this issue of Practical Literacy: the Early and Primary Years, Kristy Cundell (2024), an experienced early years teacher documents her shared-experiences pedagogy for teaching the /m/ phoneme and the letter in a foundation years classroom. The hallmark of her practice is the four instructional phases of: - Phase 1 - sharing a stimulus text such as Monster Party (The students of Rawa et al, 2018); - Phase 2 - sharing a physical experience such as playing musical chairs; - Phase 3 - sharing a structured literacy task with a focus on the sound/symbol match via collaborating on a class made book about party foods that commence with the /m/ phoneme and letter; and - Phase 4 - consolidating the sound/symbol match with additional tasks such as students being word detectives who locate real words with the /m/ phoneme and letter in other previously shared texts.