Long time poster, nc for a return after a break.
To go back to the OP's original question about ability groups, what I do is, rather than start from a fixed 'plan for 3 different groups in every lesson' structure, to think about the children in the class and to think about what each individual might need in order to access the lesson.
So rather than saying 'well, yellow group is lower ability' - and thus pretending that they are all of exactly equal ability across all aspects of all subjects, and have exactly equal abilities to one another - I might think 'well, today's lesson is about written division. X has a problem with retaining information, so will need a times table grid to use so that they can just look up the answers to each of the individual division steps. Y finds sequencing steps tricky, so they might need the work colour coding or a gradual reveal or a task board. Z needs concrete objects to model division, so place value counters will need to be available. A will as usual need a copy of the questions at 4x usual size, B will need them on blue paper, and C, who has physical difficulty in recording, may need a scribe or work on a whiteboard or chalkboard, or could use the laptop with a modified input device, especially as there's a good online version of today's task.
Of course, OUTSIDE this specific lesson,each of those children will also have plans for how their individual weaknesses are addressed - X will of course have additional work learning their tables, C has physio. But for this lesson, both the input and the 'worksheet' - if any - can be the same for all children, provided that the modifications and support are present.
Of course, there are lessons where children may need to start tasks at a slightly different point, or need specific teaching input - but this is ALWAYS based on immediate prior learning / performance, not on an arbitrary grouping based on 'perceived general ability'. So I might create a group needing additional adult input - to support, or to extend and challenge - based on the previous day's marking or observation. Or I might create 2,3,5,6,7,8,10 different levels of task, to address specific needs. or I might assess 'on the fly' - from initial responses, or whiteboard work, or a short initial task - and specifcially assign specific children to specific tasks or groups.
But what I don't do is create a fixed number of 'static' groups who 'by convention' always received different work from one another.
For a comprehension lesson, the work might well be based on a full class text, that we have already read, or which they have heard read aloud. EAL pupils and those who might benefit from revisiting a text to be studied may have had additional pre-reading with another adult. Answers can be given verbally, or typed, or dictated, or drawn. Aids such as dictionaries (English, or bilingual) or specific word lists can be provided. It doesn't have to be that yellow group has an easy text, red group a middling one, blue a hard one. All can study the same text, but - considering the individual barriers for each child - may show their comprehension of it in slightly different ways.