Okay, so we did this too from ages 4-6, before we enrolled her in a virtual school (entered at gr 3 midyear and finished the complete year in ~2months, so it worked fine). Mine is another kid that thought "coloring" was more or less equal in happiness to "scooping the cat box with my bare hands."
Fingerpainting and "clay" were the only even less desirable activities, as I recall, though handwriting was a close third. Yes, she was an e-ticket ride at these ages.
My tricks:
a) I kept a "reading log." DD was responsible for reading: her own choices from our HUGE stack of library books, and my "assigned" books also mostly from the library. She also then put COMPLETED works into the "book box" where I would log them in our "log" (title, author, ISBN, genre, and pages) before returning them to the library. This system worked like a DREAM for my daughter, who would happily spend 4-8 hours a day reading by the time she turned 6. If your library has a check-out limit, find out if they waive it for you if you can't get in more than once a week. We regularly went through 50-75 books weekly (mostly K-4 reading level). I often had 120-140 items checked out at any one time. I can't tell you how much money that saved us, though. We also talked a lot about books and stories that she'd read. More on that "explaining" method of assessment at the end of this post.
b) workbooks-- I used VERY text-rich and low-writing workbooks. Not sure what brand those were... but they were about 1.5" thick and usually about 200 pages or so. She did dinosaurs, 'science K-2' Science gr3, and Spanish, US History, etc. She would do a few pages each day.
c) Singapore math-- Elementary math
d) a simple double pan balance with a tub of interlocking "gram" cubes. We still have them, and until this year (AP physics lab pac came with calibration weights) we had used them and used them.
Other than that, we followed a loose program of unit studies (I'd fill a storage box with an assortment of roughly thematic things, and she'd "play" with them as desired), she used primary illustration journals (great if you can find them-- primary ruled with just 3 lines to a page, and a generous unlined space above) for the Draw-Write-Now series of books. My daughter was NOT a fan of Handwriting without tears, but she WOULD draw using the step-by-step instructions in the other series, and do the minimal handwriting in each lesson without too much fuss.
My DD has always been symbolic and abstract in her thinking (well, as long as she's been able to talk to us about it). So we had to adjust to the fact that "tactile" and "manipulative" items were deeply offensive to her innate learning style. LOL. It meant getting creative.
Luckily, even far from the nearest city, UPS and USPS will still bring a smiling amazon box.
Just noting that is how we often got materials that we needed.
We also borrowed heavily from Charlotte Mason philosophy on child development-- which seems to REALLY suit PG kids with asynchrony getting in the way of writing at the level they are cognitively ready to tackle. This is why I didn't push writing very hard. Now an 11th grader, my daughter has quite strong writing skills, and she is very definitely still maturing there-- it's always been the area she lags most in.
