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Your/You’re and We’re/Where

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Homophones in Context: your/you’re and we’re/where

Worksheet illustration

Learning focus

WALT: We are learning to choose and use the correct homophone in context.

Success criteria:

I can explain what each word means.

I can choose the correct word in a sentence.

I can use the words accurately in my own writing.

Word reminders

your = belonging to you

you’re = you are

we’re = we are

where = in or at what place

Tip: Read the sentence aloud. Try replacing you’re with you are or we’re with we are.

Part 1: Choose the correct word

Circle the word that makes each sentence clear.

1. Is this (your / you’re) lunchbox?

your

you’re

2. I think (your / you’re) ready to begin.

your

you’re

3. (We’re / Where) meeting after school?

We’re

Where

4. (We’re / Where) going to the library.

We’re

Where

5. (Where / We’re) did you put the paintbrushes?

Where

We’re

6. Please bring (your / you’re) reading book.

your

you’re

7. (You’re / Your) doing a careful job.

You’re

Your

8. (Where / We’re) are the sports bags?

Where

We’re

9. (We’re / Where) learning about local birds.

We’re

Where

10. Is that (your / you’re) jacket over there?

your

you’re

Part 2: Rewrite and create

A. Expand or contract

Rewrite each sentence as instructed.

11. Expand the contraction: You’re welcome to join us.
12. Replace the expanded phrase with a contraction: We are walking to the centre.
13. Expand the contraction: We’re ready for the game.
14. Replace the expanded phrase with a contraction: You are holding your pencil.

B. Write your own sentences

Write one accurate sentence using each word. Underline the target word.

15. your
16. you’re
17. we’re
18. where

Challenge

Write a short, humorous paragraph using your, you’re, we’re and where at least twice each. Underline each homophone and explain one choice.

Helpful ways to learn

ADHD and autistic learners: Use a visual timer, clear steps, a quiet work option and a partner role such as reader or checker. You may say an answer aloud, use a word card or record it.

Mixed-ability groups: Rehearse sentences orally, use the frame “I chose ___ because…” and explain the meaning before writing.

Dyslexia-friendly options: Read aloud, use a ruler or coloured card to track one line at a time, enlarge the text, and focus on one question at a time. Ask an adult or partner to read the sentence.

NZ curriculum link: English Writing Transcription Skills – Spelling: using common homophones correctly and understanding contractions, including NZ-TMA-ENGLISH-Y0-6-writing-129-DOC147 and NZ-TMA-ENGLISH-Y0-6-writing-119-DOC147.

Answer sheet — second page

Use this page to check your work after completing page 1.

Part 1 answers

1. your

2. you’re

3. Where

4. We’re

5. Where

6. your

7. You’re

8. Where

9. We’re

10. your

Part 2A answers

11. You are welcome to join us.

12. We’re walking to the centre.

13. We are ready for the game.

14. You’re holding your pencil.

Part 2B sample answers

15. Your shoes are by the door.

16. You’re invited to my birthday party.

17. We’re going to plant seedlings.

18. Where is the nearest playground?

Other sentences are correct if the target word is used accurately and the sentence makes sense.

Challenge check

Look for all four target words used correctly. Check that you’re means you are and we’re means we are.

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