This paper focuses on the analysis of the students-teacher's interactions during the Spanish language lessons. It was conducted with four groups of first grade primary schools students in the Northwest region of Mexico. Each video was segmented into interactive episodes that were analyzed using the same unique categories for teachers and students, according to the taxonomy proposed by Ribes and Lo ́pez (1985): contextual, supplementary, selecting, referential substitute, and no referential substitute interactions; furthermore, two didactic monitoring categories were used. Results show that in first grade, interactions between teachers and students are mainly constructed within the simplest functional level, followed by interactions centered on monitoring and feedback instructions. Likewise, though in minor proportion, in two of four groups studied appeared interactions in functional complex levels.