More answers to Tapestry questions...

We do school M - Th, so no scheduled TOG time on F outside of handing out literature.  Very rarely, one of the older girls will have to take some time on Fri. morning to finish something.  We might finish a project together on Fri. as well. 

Yes, this is how we get to worksheets on Tuesday.  (Honestly, I see no other way of completing a "week" within a week without doing this).

I use the student sheets from the Loom (selected ones depending on our reading), pages printed from the tab labelled "History" on the main TOG page, and lots of forms from http://highland.hitcho.com.au/ancienthistory.htm#unit1.

The girls have their own encyclopedias.  Sarah uses Kingfisher.  Hannah has the Usborne internet linked.  Holly uses the Usborne Book of World History. 

The outlining, summarizing, and narrating are goals taken from the Well Trained Mind.  I think they have examples of student's work on their web-site.  I use the tips given in the Well Trained Mind and the Charlotte Mason Companion for narrating.  Our summaries are just written narrations.  We narrate in 1st - 3rd and summarize from 3rd - 5th.  My goal is to see "who, where, when, what."  I have Hannah pick ONE section for her summary.  She does not do the whole page.  Written work is copied until flawless during L. Arts time and are filed in history notebooks when done. 

"Research" is something important in our home as I come from a Montessori background.  I want the child to find the page using an index and do as much of the exploring on their own.  I do read it with my six year old.  I've found that this little bit of stepping back keeps the *work* on their shoulders, so to speak, and helps with the transition to independent work later. 

"Evaluation" is Tapestry's term.  I don't use their product, though I have it.  (I might use it for Sarah next term).  At this point the evaluation is for me.  I want to see what they have learned.  The markerboard shows my objectives for the week.  If, at the end of the week, they show familiarity (at the grammar level) and understanding (at the dialectic level), I'm satisfied and happy to move forward.