SOLO Text Highlighting is a simple and effective strategy to strengthen student self-assessment. Using SOLO coded discourse markers helps students build fluency when assessing the SOLO level of their learning outcome – and for that matter – next steps – how to strengthen their next piece of text. For more on SOLO text highlighting strategy refer Hook (2016) and Hook and van Schaijik (2016)
When starting out – teachers use simple prompts – [because] or [so that] to help students identify outcomes at a SOLO relational level – or [make a claim | because (reason) | because (evidence)] for outcomes with a SOLO extended abstract structure. As student confidence grows teachers increase the number of SOLO coded “connectives” students can work with. The figure above shows a SOLO Connectives display in Sonya Van Schaijik’s room at Newmarket Primary School, Auckland New Zealand.
Another resource that teachers and students enjoy using is the HookED SOLO Discourse Markers handout (refer below). Ask if you would like a copy of these SOLO resources to use with your students. 
References:
Hook, P. (2015). First steps with SOLO Taxonomy. Applying the model in your classroom. Essential Resources Educational Publishers Limited. New Zealand.
Hook, P., and Van Schaijik, S. (2016). SOLO Taxonomy and English Language Learners. Making second language learning visible. Essential Resources Educational Publishers Limited. New Zealand.
