Sompoton is a traditional bamboo mouth organ of the Kadazandusun community in Sabah, Malaysia. Although culturally significant, its transmission is typically informal and oral, and structured beginner materials for children remain limited. This paper reports the design and preliminary trial of beginner level sompoton learning materials organized around a singing to playing pedagogical sequence. The materials were designed to bridge oral tradition and classroom learning through three core strategies. First, pitch content was sequenced using a restricted pentatonic tone set aligned with vocal comfort and the tuning characteristics of the sompoton, with early lessons further limited to small tone sets such as mi, sol, and la. Second, rhythm learning followed a preparatory pathway in which learners experienced long and short contrasts through singing and movement before the introduction of rhythmic syllables ta and ti ti. Third, embodied learning strategies were integrated through finger play rhymes, a fingering song with numerical and gesture cues, and simplified stick notation to support connections among sound, movement, and instrumental technique. Preliminary observations from trial sessions indicated that singing activities supported pitch internalization and melodic memory prior to instrumental playing, while the preparatory rhythm approach facilitated clearer recognition of patterns such as ta ti ti. Finger play and gesture cues appeared to improve early fingering coordination and reduce hesitation during initial instrumental exploration. Overall, introducing sompoton playing after vocal and rhythmic familiarity had been established supported greater confidence and accuracy. The study contributes a practical framework for culturally grounded and developmentally sequenced sompoton instruction for children and suggests directions for future classroom based trials and refinement.