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I do lots of independent work time in break out rooms for those who are ahead/behind, and the in-betweeners stay in the main room for a lesson and/or some reading. I read key scenes in the main room. I use the reading room slide and the TKM work time slides

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I usually assign reading journals that will have to be submitted. We use those question to structure class discussion or activities. In years without journals, I will communicate what we will be focusing on and the expectations of how students should be prepared. I stress that being current on the reading will make the live session more engaging and meaningful. Most students comply. Even if they are not prepared, they can learn from the discussion.

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I have daily pages due but also pulled out a "focus chapter" for each set of pages. This was one chapter that was especially important. I told the whole class they should read all of it but pay particular attention to the focus chapter. I specifically told low readers and students who were behind that they could ONLY read the focus chapters and still be successful. It worked well with Anne Frank. Obviously it may be difficult with other books where skipping chapters would leave you confused. 

# data[].attributes.subject
I have daily pages due but also pulled out a "focus chapter" for each set of pages. This was one chapter that was especially important. I told the whole class they should read all of it but pay particular attention to the focus chapter. I specifically told low readers and students who were behind that they could ONLY read the focus chapters and still be successful. It worked well with Anne Frank. Obviously it may be difficult with other books where skipping chapters would leave you confused. 

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I also did a little passage in class each day and tried to do a close reading at least once a week so that even if students were falling behind on personal reading, they were getting to read & analyze SOMETHING from the book.