Pronoun Worksheet for Class 2
Subject, object and possessive pronouns: three free printable PDFs with answers
Class 1 pronouns stop at the seven that do the action: I, we, you, he, she, it, they. Class 2 adds two more families. Object pronouns come after the action word: me, him, her, us, them. Possessives show who something belongs to: my, your, his, her, its, our, their, and their standalone twins mine, yours, hers, ours, theirs.
The three free worksheets below practise all of that in Class 2 sentences: eight to ten words long, mostly in past tense, and often two linked sentences instead of one. Sheets 1 and 2 cover subject and object pronouns with completely different sentences so you can practise twice in a week. Sheet 3 steps up to possessives and a short passage your child rewrites. Answer keys for all three are further down.
No sign-up. Answer keys are further down this page.
- Class 2 pronouns are three families, not one list: subject (I, we, he, she, they), object (me, him, her, us, them) and possessive (my, his, her, our, their, and hers, ours, theirs).
- The single most useful trick is the cover-up test. In Amma called Ishaan and me, cover Ishaan and and read what is left. Amma called me sounds right. Amma called I does not.
- Class 2 sentences are longer and usually in past tense, so a child now has to hold two linked sentences in their head before choosing. That is the real jump from Class 1, not the extra words.
- A filled blank is not a read sentence. Ask your child to read two finished lines aloud and you will learn more in a minute than the whole marked page told you.
What changes in Class 2 pronouns
In Class 1 a pronoun was one idea: a short word that saves you from repeating a name. Your child learned seven of them and used every one in the same place in the sentence, right at the front.
Class 2 opens that up. The same person now needs three different words depending on where they sit in the sentence, and children meet all three in the same week.
- She won the race. The word comes first and does the action.
- Everybody cheered for her. The word comes after the action and receives it.
- The medal was hers. The word shows who it belongs to.
One girl, three words. Here is the whole Class 2 set laid out so you can see the pattern rather than memorise a list.
| Subject: does the action | Object: receives the action | Possessive: shows who it belongs to |
|---|---|---|
| I | me | my, mine |
| we | us | our, ours |
| you | you | your, yours |
| he | him | his, his |
| she | her | her, hers |
| it | it | its |
| they | them | their, theirs |
Read the table across, never down. He, him, his is one person wearing three hats. A child who learns it as three separate columns of words to remember will muddle them under exam pressure; a child who learns it as one person in three positions will not.
Three other things get harder in Class 2, and they matter more than the extra vocabulary:
- Sentences get longer. Eight to ten words instead of four or five, with two-syllable words like basket, morning, teacher, garden in them.
- Verbs move to past tense. Vikram climbed the tree, not Vikram can climb. The pronoun choice is the same, but there is more sentence to hold on to while making it.
- Work spreads across two or three linked sentences. The name appears in sentence one and the pronoun in sentence two, so your child has to remember who is being talked about instead of reading it off the same line.
Worth knowing: if your child is still shaky on he, she, it and they, do not start here. Go back to the Class 1 pronoun worksheets for a week first. Object pronouns sit on top of subject pronouns, and stacking a new idea on a wobbly one is how children come to believe grammar is confusing.
My, your, his, her: showing who it belongs to
Possessives are the part of Class 2 pronouns parents ask about most, because there are two sets of them and school worksheets rarely say so out loud.
One set goes before a naming word. The other stands alone with nothing after it. Same meaning, different position, and that is the entire rule.
| Goes before a naming word | Stands alone | Both in one pair of sentences |
|---|---|---|
| my | mine | This is my chair. The chair is mine. |
| your | yours | Take your bag. That bag is yours. |
| his | his | Farhan found his cap. The cap is his. |
| her | hers | Divya opened her tiffin. The tiffin is hers. |
| our | ours | We washed our bats. The bats are ours. |
| their | theirs | They cleaned their room. The room is theirs. |
Notice two oddities in that table, because both trip children up.
- His is the same in both columns. Nothing to learn, which is lucky, and it is why children over-trust it and reach for his when they need hers.
- Her and hers are not interchangeable. Her book is right and hers book is wrong. The book is hers is right and the book is her is wrong. Say both wrong versions out loud to your child once. They will hear it, and hearing it works better than being told.
- Its has no apostrophe when it shows belonging. The puppy wagged its tail. Class 2 only needs this one form, so do not introduce it is shortened to it's in the same sitting.
A two minute drill that beats any explanation: pick up things around the room and ask one question about each. Whose bag is this? It is mine. Then point at it again and ask your child to say it the other way: It is my bag. Ten objects, twenty sentences, both columns practised without a single rule being stated.
Do not teach the label first. Textbooks call the first column possessive adjectives and the second possessive pronouns. A seven year old does not need either phrase, and hearing them usually makes the topic feel harder than it is. Teach the positions. The names can arrive in Class 4 when they actually matter.
Me, him, her, us, them: the cover-up test
Object pronouns are new in Class 2 and they are where almost all the marks are lost. The good news is that one test settles nearly every case, and a seven year old can run it without help after about three tries.
Ask who is doing the action
Find the action word first. In Neha carried the basket, the action is carried. Who did it? Neha. That slot always takes a subject pronoun, so Neha becomes she, never her. Get this settled before touching the rest of the sentence.
Ask who the action lands on
Now ask what happened, and to whom. The teacher praised Neha. The action landed on Neha, so this time Neha becomes her. Same girl, same lesson, different slot. Doing both questions on the same name in the same minute is what makes the difference stick.
Cover the other name and read it again
This is the test that does the real work. When two people share a slot, hide one of them. Amma called Ishaan and me: cover Ishaan and, and you are left with Amma called me, which sounds right. Amma called I does not. Your child's ear already knows the answer once the sentence gets short enough for them to hear it.
Three things worth knowing before you sit down with the sheet:
- Do the cover-up test out loud, always. Silently it does nothing. The whole point is that the ear catches what the eye misses, and the ear needs the sentence spoken.
- You and it never change. Two of the seven need no work at all, which is worth telling your child, because a list of five changes feels far smaller than a list of seven.
- Politeness puts the other person first. Kabir and I, not I and Kabir. This is a manners rule rather than a grammar one, but Class 2 exams mark it, so it is worth one mention.
The fastest way to practise this: narrate the evening. Papa dropped us at the gate. I gave him the bottle. Didi helped me with the sums. We thanked her. Four sentences while shoes come off, and every object pronoun in the Class 2 syllabus has just been used in real speech. Then hand it over and let your child narrate the next four.
Four Class 2 pronoun mistakes and their one-line fixes
These four account for most of the red marks on a Class 2 pronoun test. All of them are habits picked up from speech, which means they respond to being heard rather than being explained.
| What your child writes | What is going on | The one line that fixes it |
|---|---|---|
| Me and Farhan went to the ground. | The spoken form learned at home and in the playground, heard hundreds of times before the rule was ever taught | Take Farhan out and say it again. Me went sounds wrong, so it is Farhan and I went. |
| His going to the market. | His and he is sound identical in fast speech, so the shorter one gets written | Read it as two words. If he is fits, it cannot be his. |
| The children left there bags there. | Their and there are homophones, and only one of them answers a whose question | Ask whose or where. Whose bags? Their bags. Where? Over there. |
| That blue tiffin box is her. | The standalone form hers has not been taught as a separate word yet | Nothing comes after it, so it needs the long one: hers. |
Two rules for correcting any of them without turning homework into an argument:
- Say the right version back and carry on talking. Your child says me and Reva made a card, you say oh lovely, Reva and you made a card, what colour? No pause, no correction face, no lesson. Children absorb the pattern from hearing it far faster than from being told about it.
- Fix one at a time. Pick the mistake showing up most this week and ignore the other three completely. A child corrected on four things at once stops speaking freely, and a quieter child gets less practice, not more.
There is a fifth problem, and a worksheet hides it rather than reveals it. A child can fill a whole pronoun page correctly by pattern matching: they spot a girl's name, they write she, and they never actually read the sentence. The grammar mark looks fine and the reading underneath it may not be.
ASER 2024: 44.8% of Class 5 children in government schools could read a Class 2 level text, and that test measures reading in the regional language, not English. These are children who have been filling worksheets for years. The written work kept moving forward and the reading did not keep up with it.
So finish every sheet the same way. Point at two completed sentences and ask your child to read them aloud to you. It costs a minute, uses words they have just worked with, and tells you whether the grammar is sitting on top of real reading or floating above it. Our guide to reading practice for kids covers how to build that habit, and the full Class 2 worksheet set has the other grammar topics.
Answer keys for all three Class 2 pronoun worksheets
Every answer for all three printable sheets is below, with the reason in brackets so you can explain a wrong one in a sentence rather than just marking it. Mark each sheet sitting next to your child, and for anything wrong ask why they chose that word before you tell them the answer. Their reason is where the actual lesson is.
Worksheet 1
Exercise 1: Write he, she, it, we or they in the blank
- He went out to play cricket. (Ishaan, one boy, doing the action)
- They walked to the park together. (Aditi and Reva, more than one)
- It was full of school children. (the bus, one thing)
Exercise 2: Write me, him, her, us or them in the blank
- I helped him look for it. (Farhan receives the help)
- Everybody clapped for her. (Divya receives the clapping)
- Amma fed them some warm milk. (the puppies, more than one, receiving)
Exercise 3: Circle the correct word
- She planted a mango sapling. (she does the planting, so not her)
- Nana told a long story to Kabir and me. (cover Kabir and: told a story to me)
- Our teacher gave us a new library book. (we receive the book, so us)
Exercise 4: Write the pronoun for the name in the second sentence
- her (Amma dropped Neha, so Neha is receiving the action)
- We (Kabir and I includes your child, and it starts the sentence)
- them (the kittens, more than one, receiving the action)
Exercise 5: One pronoun is wrong. Write the right one
- We showed him the new garden. (uncle receives, so not he)
- Reva and I walked to the sweet shop. (cover Reva and: I walked)
- It flew away from us. (after a word like from, use us, not we)
Worksheet 2
Exercise 1: Write he, she, it, we or they in the blank
- She used yellow and red. (Ayesha, one girl, doing the action)
- They walked home together. (Nikhil and Gauri, more than one)
- It stayed there for two days. (the kite, one thing)
Exercise 2: Write me, him, her, us or them in the blank
- Tanvi shared them with the whole class. (the biscuits, more than one)
- We carried the bags for him. (Grandpa receives the help)
- Our coach called us to the ground. (we receive the call)
Exercise 3: Circle the correct word
- They collected dry leaves. (they do the collecting, so not them)
- Amma packed lunch for Ayesha and me. (cover Ayesha and: lunch for me)
- The postman handed us a letter. (we receive the letter, so us)
Exercise 4: Write the pronoun for the name in the second sentence
- her (the teacher gave Gauri a medal, so Gauri is receiving)
- We (Nikhil and I includes your child, and it starts the sentence)
- them (the cows, more than one, being led)
Exercise 5: One pronoun is wrong. Write the right one
- I visited her in Pune. (Tanvi receives the visit, so not she)
- Zoya and I finished the drawing. (cover Zoya and: I finished)
- He gave it to Ayesha and me. (cover Ayesha and: gave it to me)
Worksheet 3
Exercise 1: Write my, your, his, her, our or their in the blank
- Farhan left his water bottle. (one boy)
- Divya and Reva finished their science project. (two girls, so their)
- We keep our cricket bats on the terrace. (belongs to us)
Exercise 2: Circle the correct word
- The red umbrella is hers. (nothing comes after it, so the long form)
- Our classroom is on the second floor. (classroom follows, so the short form)
- The big garden is theirs. (nothing comes after it)
- Ishaan showed me his new stamp album. (album follows, and he is makes no sense here)
Exercise 3: Read the story and write the missing pronoun
- She (Zoya carried the bat, so she does the action)
- him (the ball was passed to Nikhil, so he receives it)
- they (the friends, more than one, doing the playing)
- hers (the catch belonged to Zoya, and nothing follows the word)
Exercise 4: Rewrite each line with pronouns
- Vikram made a paper boat. He put it in the drain water.
- Ayesha and Tanvi baked biscuits. Amma thanked them for the treat.
Where the marks fall tells you more than the total does. This is how to read a marked sheet in about ten seconds.
| If this went wrong | What it usually means | What to do next |
|---|---|---|
| Exercise 1 on sheet 1 or 2 | Subject pronouns from Class 1 are not solid yet | Go back a step for a week before doing sheet 3 |
| Exercise 3 or 5 on sheet 1 or 2 | The cover-up test has not become a habit | Do it aloud on five spoken sentences at dinner |
| Exercise 2 on sheet 3 | Her and hers are still one word in their head | The whose-is-this drill with ten objects in the room |
| Exercise 3 on sheet 3 only | Choosing across a whole passage is harder than one line | Nothing is wrong. This is the hardest thing on the page |
One last check before you file the sheets away: ask your child to read exercise 3 on sheet 3 aloud with their own answers in place, from the first word to the last. A child who has genuinely understood it will read it smoothly and often smile at the end, because the story now makes sense. A child who guessed will stumble at exactly the words they filled in.
The half of a pronoun sheet that no pen can mark
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A worksheet marks what was written. It cannot hear the sentence being read. ZigZu has 200+ levelled storybooks, from first three-letter words to full chapter books, and progress reports that show you which words your child has mastered and which still need work.
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Frequently asked questions
A pronoun is a word that stands in for a naming word. Class 2 works with three groups. Subject pronouns do the action: I, we, you, he, she, it, they. Object pronouns receive it: me, him, her, us, them. Possessive words show who something belongs to: my, your, his, her, our, their. That is nine new words on top of Class 1.
He does the action and him receives it. He kicked the ball. The ball hit him. If your child is unsure, cover the other name and read the line alone. Amma called Farhan and me sounds right; Amma called Farhan and I does not. That one trick settles most Class 2 pronoun arguments at homework time.
Her does two jobs, which is why it confuses children. In I gave her the book, her is the object pronoun. In her book is new, her shows who the book belongs to. When the word stands alone with no naming word after it, use hers: that book is hers. Teach hers as the standalone twin of her.
Because that is how the sentence is spoken at home and in the playground, and the ear learns it before the rule does. The fix is one question: take the friend out and read it again. Me went to the shop sounds wrong straight away, so I went is right, and so is my friend and I went.
Yes. All three are free one page A4 PDFs with no sign up and no email address needed. Print them and mark them with the answer keys published in full on this page. Each sheet takes a Class 2 child about twelve to fifteen minutes, so you can spread the three across a week instead of one long sitting.
Yes, and they mix them up all year. Their shows who something belongs to: their bags are heavy. There points at a place: the bags are over there. Say both sentences aloud and ask which one answers whose and which one answers where. Two questions, and the choice stops being a guess. It is worth doing at bedtime, not only on the sheet.