Do I read, or does my child.

It is such an interesting switch to make!  Let me see if I can help clear up a little bit of the ‘too easy’ impression.

In CM methods a child reads or is read to (up to you, we do a mix, me doing most reading for younger kids and them taking over when they’re around 4th/5th grade.  The perk to you reading aloud is you can read books above their reading level that the can understand just fine when they don’t have to read/decode the words.).  After each reading your child is invited to narrate. This is, in simplest terms, telling you about the reading.  At first they just share what they remember or liked or thought was funny/strange/interesting.  They are practicing composition skills (thinking of what to say, organizing those thoughts, and sharing them in an order that makes sense).  Ex: Robin Hood stole from the rich.  He gave the money to people who needed money to pay their taxes and feed their families.  The sheriff got mad and tried to capture him.

As they grow they begin to offer their thoughts on what was read, their opinions, the things the reading brought to mind or comparing/contrasting what was read with something read previously.  Using the same example, an older child may also share thoughts like this about Robin Hood:  “You know, stealing is wrong mom.  I know it’s breaking the law.  But I can see why Robin Hood felt like he needed to steal.  I think sometimes the laws, like the one making it so only the king could hunt in the forest, hurt others and aren’t good laws.  Then it might be okay to break the law.  It reminds me of the American colonists when the King of England made unfair laws and they chose to not obey those laws, and to create their own country with fair laws.”

See how the progression happens?  That could be the same child in 2nd grade and 7th grade.  Their critical thinking develops and they begin to take what they read and apply it to real life issues, or deeper cause and effect, morality, etc.

Another quick note on narration: it begins with oral narration and progresses to written narration as well.

Have you discovered the Simply Charlotte Mason blog archives?  They’ve done many wonderful series over the years and have them all sorted for you to browse.  You may be interested in two in particular to begin with, Making the Transition to CM and  Charlotte Mason: A Gentle Approach?

You can find the series archives here: http://www.simplycharlottemason.com/blog/series/

I hope that helps a bit!

Oh! And to answer the original question, both! You are doing most of the readings at first and you gradually transfer the readings to your child. Most families like to continue with a daily read aloud even when the children are older.

A 2nd grader shouldn’t be spending too much time on formal school. 2 hours sounds good for basic schooling. Then it’s time to add in nature study and composer study and picture study and handicrafts, etc.

I think it’s better to read from a variety of books each day instead of simply reading from one book at a time. Reading from a history book, a literature book, and a science book each day breaks things up and helps our children to form relationships with the books by spending a longer amount of time with the book. It also helps to set a variety of readings and types of books and information before our children each day. Charlotte Mason called this spreading the feast.

You could keep doing things as you are now and take the extra time you have to read more about Charlotte Mason’s principles so that you can better understand and apply them in your homeschool. I do think school with a 2nd grader should be short, sweet and simple. The other things I mentioned are fun for children and become part of life and family culture rather than just school subjects.