Many teachers enter teacher education programs expecting to develop tools and ways of thinking necessary to cultivate educational equity in their classrooms. Trends for teacher learning and development show that, while equity gets addressed, there is less evidence of frameworks, tools, and practices that center equity for teacher learning and practice. There also is the added challenge of competing demands on teachers' time and restrictive environments that impede their practice. Our work enters here, with attention to these early years of teaching that are ripe with possibilities for new teacher thinking and practice related to equity. In this conceptual article, we present a framework that draws upon conceptions of noticing for equity. The focus is the micro-moments within fleeting classroom discourse when equity themes and issues arise and warrant redress. In addition, we contribute a multi-lensed framework to surface and map the nuances and complexities of this equity-focused work in real moments of classroom practice. We describe ways we have worked with our teacher partners on this process. Finally, we offer teachers, education leaders, and teacher educators activities to guide equity-informed noticing, reflecting, and action--particularly in the realities of competing priorities of classroom and school life.