This study examines the effectiveness of Evidence-Based Literacy Instruction (EBLI) Teacher and Student Lessons in whole-classroom settings for grades K-5. Conducted in a Michigan school district during the 2023-2024 school year, this mixed-methods research evaluated implementation and outcomes across 815 students from 35 classrooms. MAP Growth assessment data revealed that EBLI students consistently outperformed national norms across most grade levels, with particularly strong performance in grades K-4. By spring 2024, students exceeded grade-level expectations, and follow-up testing in fall 2024 demonstrated superior year-over-year retention of skills compared to pre-EBLI cohorts. Notably, 58% of 2023-2024 students met fall-to-fall growth targets compared to only 42% of the pre-EBLI cohort--a statistically significant difference (p < 0.01) with a small but meaningful effect size (Phi = 0.09). Qualitative data from 39 teachers and 3 administrators showed strong program reception, with 77% reporting positive impressions and 82% applying EBLI strategies across curriculum areas, particularly in science and social studies. Educators noted particular improvements in handwriting legibility, accurate word reading, spelling skills, and reading accuracy. These findings suggest EBLI's speech-first methodology offers an effective approach to whole-classroom literacy instruction, while highlighting opportunities for program enhancement through clearer scope and sequence documentation and streamlined resource access. [This report created with Evidence-Based Literacy Instruction (EBLI).]