What's the purpose of homework?
There are probably a wide variety of responses to this very loaded question. I know many teachers who see homework as an extension of the work being done in class. Throughout my years in education, my answer to this question has evolved to consider a plethora of things, including who is home to assist developing readers and writers, what materials do they have access to at home, how many trees will be sacrificed this week, etc. I placed more importance on students listening, speaking, reading and writing for homework. We would brainstorm interview questions to ask siblings, cousins, parents, grandparents, different family members about topics covered in class. Students recorded responses and came to school ready to share their findings. Dictation is a great way to see how students understand and apply knowledge of letter sounds. Instead of making homework packets, I encouraged students to watch the news or their favorite television show and write what they learned. 
Now, more than ever we need to consider how we can make homework more meaningful. We can't assign independent practice for homework, then take a grade on it. Independent practice is meant to be completed in class with the teacher on hand to assist if the student has any issues applying the new learning. Time has not been the friend of any educator I know, so I know balancing synchronous and asynchronous time for both face-to-face and virtual students is challenging. Resist the temptation to have students complete independent practice for homework. Instead, consider the following:

1. Write or record yourself explaining three things you learned in class today
2. Talk to 3 people about "courage" (or any upcoming theme or topic covered in reading texts) - this can include other content areas as well, then record your findings
3. Summarize a television show you watched when you got home from school using 5 sentences or less
4. Tell about the lead story on the news
5. Describe your dinner or afternoon snack
6. Select a topic covered in class to find out more about it. Have a new fact to share and explain where you got your information from
7. Write a letter to your caregiver telling them about the best part of your day
8. Create a story using new vocabulary words learned today
9. Read for 20 minutes, create a sketch reflecting your understanding
10. Write for 15 minutes (free write, anything, letter, story, poem, etc)

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Please share any other suggestions in the comments.

How much time do your students spend actually reading and writing? There is so much research out there that supports the need for independent reading and independent writing with conferencing to become better readers and writers. More than half of your instructional block should be dedicated to independent reading and writing, so students can practice the strategies and skills taught. When we teach a strategy, we have to give opportunities to apply their understanding of the strategy. Imagine taking dance lessons where the instructor explains, demonstrates, and guides you through the dance steps, but you don't practice the steps on your own.

Some people can learn like that (don't get me wrong), but the vast majority of people will need time to practice the steps to make them their own. Independent practice with the instructor looking on, ready to jump in and assist, is a necessary part of performance-based tasks. Reading, writing, listening and speaking are performance based, and independent practice is required to ensure mastery. Structure your instructional time to reflect that belief. ​

Now wait a minute. This was easy to do in face-to-face settings, but what does this look like in virtual?? Here are some options to consider:

1. Teach your mini lesson. Dismiss students to read or write independently with their cameras on. Meet with individual students in breakout rooms or in another channel. Have the student share their screen and read to you. (Proceed with your reading conference.) Have the student read what they've written thus far, and perhaps hold their writing up to the camera for you to see. (Proceed with your writing conference.)
2. Teach your mini lesson. Dismiss students to breakout rooms or to other channels to read or write independently in pairs or triads. Select one students in each room to share what they're reading or writing with you and their peers (Proceed with conference.)
3. Teach your mini lesson. Dismiss students to work independently offline for a set number of minutes with a task to complete, while you check in with individual students to confer with them.                             

If you have some other ways of providing independent reading and writing with conferring with your virtual students, please share them in the comments.