Such terrific advice already!!
My only additions are to recommend some soul-searching and thoughtfulness that ONLY you can provide. Recognize that you're the expert on your children, and that this makes you uniquely qualified to know what will-- or won't-- do, long term.
View most things as a short-term investment, and shrug off the inevitable misses as "oh well, we tried that and found that we didn't care for it ourselves."
Look for good pedagogy in materials, no matter WHAT the educational philosophy behind them happens to be. One of the strengths of WTM/Classical methods is that the approach is so reliant upon whole literature, for example-- no redacted, abridged "reader-ready" selections.
It may, for this reason alone, be a good idea to follow aeh's advice and give yourselves until Christmas to figure out just what it is that "school" is going to look like for your family from here on out. Well, at least what you're interested in trying. I wish that I could recall the name of the author or the title of the book that I used back in 2004 when it became obvious that we were heading down this road ourselves. It was a basic overview of all kinds of different educational philosophies-- everything from Charlotte Mason to Waldorf, and lots of things that I'd never even heard of. That's actually saying something since I grew up listening to a primary educator and her friends talk shop all around me re: educational philosophies. Knowing the landscape will help you make good choices-- and feel good about those choices. It'll also give you the background to answer your kids' questions about why some choices are "out of the question" while others are open to discussion at your home.
With PG kids the ages of yours, too, you'll need THEIR buy-in for anything that you try. The nice thing about gifted children is that many of them are completely capable in their more rational moments of telling you quite honestly that while they might LIKE to live the life of Riley with poptarts, video games, and no bedtime or standards of personal hygiene, they do know that wouldn't be a good idea in reality.
Know, also, that for the majority of PG learners, an eclectic method is likely the only thing that truly works out for long. This is likely (IMO) to be even more probable in situations where 2e issues are also in play. The uneven development and learning needs are just NOT well-met by most "complete curriculum-in-a-box" models, which are written for which kinds of students, again? Riiiiight. Average ones, in the average zone in most developmental milestones, with average learning rates.
Once you realize that most curricular choices, even when homeschooling, are simply not intended for YOUR children, then that frees you up to use what you CAN out of those things, buy them cheaply (used and Amazon are my favorite words there), and send them on when they've outlived their usefulness to you, even if that is "two weeks."
I kept a journal during our homeschooling years. I also tracked what DD read. She dumped books that she'd finished into the "book box" and I kept a hand-made log in there that I filled in with ISBN #, author/title/pages/level (if appropriate) and genre. That log was a pretty convincing bit of evidence for what she spent her days doing when she wasn't doing "seat work" that outsiders would recognize as such.
If your kids are readers, I'd encourage them to go wild at a weekly outing to the library until you figure out what else you're going to do. Use that time to decompress, recover from any hard feelings about "school" and decide on some initial forays into more formal methods (if you choose to go that route).
Good luck!
